使用融合图形拉索在多媒体自我调节学习培训后探索动机自我系统:简短的研究报告
Sarah M Wolff1, Jonathan C Hilpert1, Matthew L Bernacki2,3
1Department of Educational Psychology, Leadership and Higher Education, University of Nevada, Las Vegas, Las Vegas, NV, United States.
Frontiers in psychology
|March 26, 2025
概括
这项研究测试了一种简短的干预措施,以改善生物学学生的自我调节学习 (SRL). 虽然动机网络显示了相似之处,但干预组显示了独特的差异,这表明对学生的动机和自我效能的潜在影响.
科学领域:
- 教育心理学教育心理学
- 学习科学 学习科学
- 量化心理学 量化心理学
背景情况:
- 传统的干预研究往往过于简化了影响学生学习的复杂动机因素.
- 了解动机变量之间的复杂关系对于有效的教育干预至关重要.
研究的目的:
- 评估简短干预对自我调节学习 (SRL) 在入门生物学课程中的影响.
- 探索图形模型的联合估计的实用性,以分析响应干预的动机网络.
主要方法:
- 一项随机对照试验与265名本科生生物学学生进行.
- 参与者被分配到"学习学习的科学"干预或对照组.
- 收集了激励措施和课程绩效数据,并估计了网络结构.
主要成果:
- 治疗和对照组中的动机网络在边缘重量大小中表现出很高的对应性.
- 两组之间观察到边缘重量的非微不足道差异,可能归因于干预.
- 干预可能通过激活价值和自我效能来增强学生的动机.
结论:
- 高斯图形建模为分析复杂的动机系统和检测特定群体变异提供了一种有价值的方法.
- 这些发现提供了初步证据,证明该干预措施有可能对学生的动机和SRL产生积极影响.
- 建议使用更大的样本大小进行进一步的研究,以确认网络模型的稳定性和通用性.
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