内生与外化:中国大学旅游专业学生学习参与的配置影响
Fenglong Yu1, Qian Chen1, Bing Hou1
1School of Tourism and Cuisine, Yangzhou University, Yangzhou 225127, China.
Behavioral sciences (Basel, Switzerland)
|February 26, 2025
概括
学生在旅游项目中的学习参与是由内部因素驱动的,如专业认知和外部大学的影响. 高参与度遵循特定的路径,而低参与度与糟糕的专业情绪和自我效能有关.
科学领域:
- 教育教育教育教育教育教育.
- 旅游学研究 旅游学研究
- 心理学 心理学 心理学
背景情况:
- 学习参与对于大学生学术成功至关重要.
- 了解学习参与的多方面的驱动因素对于有效的教学至关重要.
研究的目的:
- 在中国旅游学生中构建学习参与的配置影响模型.
- 探索影响学习参与的内部和外部因素及其相互作用.
- 为了确定不同的途径,导致高和低水平的学术参与.
主要方法:
- 使用了模糊集的定性比较分析 (fsQCA).
- 分析了中国旅游学学生填写的333份调查问卷的数据.
- 开发了一个配置模型来检查各种因素的综合影响.
主要成果:
- 内部因素 (专业认知,评价,情绪,自我效能) 构成了学习参与的核心驱动力.
- 两个配置 (内源模型,内源-外源促进模型) 导致高学习参与度.
- 三种配置 (内源性抑制模型) 的特点是学习参与度低,因缺乏专业情绪和低自我效能而受到抑制.
- 积极的专业评价和身份显著提高了学术参与度.
结论:
- 学习参与是一种复杂的现象,是由内部和外部因素的配置形成的.
- 针对专业身份和情感等内部因素是提高学生参与度的关键.
- 该研究提供了对旅游教育中高和低学术参与度的途径的细微了解.
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