竞争和协作环境对职业学生竞争态度,任务动机和适应能力的影响:多层次结构方程建模分析
1Department of Physical Education, University of Shanghai for Science and Technology, Shanghai 200093, China.
Behavioral sciences (Basel, Switzerland)
|April 26, 2025
概括
职业教育学生的学生.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 职业教育 职业教育 职业教育
背景情况:
- 认知适应能力对于职业教育学生的职业成功至关重要.
- 以前的研究忽视了学校气候对学生成绩的多层次影响.
- 社会认知和社会生态系统理论为理解这些影响提供了一个框架.
研究的目的:
- 检查竞争和协作学校环境对职业教育学生的竞争态度,任务动机和认知适应能力的多层次影响.
- 为了分析这些等级效应,比较多层和单层模型.
- 为优化职业教育中的学校环境提供基于证据的建议.
主要方法:
- 多层结构方程建模 (MSEM) 应用于PISA 2018数据.
- 分析了来自18个国家/地区的814所职业学校和20978名学生的数据.
- 用于模型验证的强大标准误差 (MLR) 的最大概率估计.
主要成果:
- 竞争态度和任务动机积极预测学生和学校层面的认知适应能力.
- 竞争环境可以促进学生的竞争态度和任务动机,但会对学校的任务动机产生负面影响.
- 协作环境积极影响任务动机在两个层面和学生层面的竞争态度.
- 多级建模提供了比单级建模更准确的学校环境影响的表现.
结论:
- 适度的学生竞争提高了动力和适应能力;高中竞争可能会抑制动力.
- 协作性的学校气候促进任务动机和认知适应能力.
- 在职业教育中平衡竞争和协作对于全面的学生发展至关重要.
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