注意力控制和学术动机对混合职业治疗教育中感知学习的影响
Özgü İnal1, Esma Özkan2, Ayşe Göktaş2
1Faculty of Gülhane Physiotherapy and Rehabilitation, Department of Neurologic Physiotherapy-Rehabilitation, University of Health Sciences Turkey, Ankara, Turkey.
The British journal of occupational therapy
|May 8, 2025
概括
学生的动机显著影响混合学习的成功. 减少动机和增强内在和外部动机是改善混合教育环境中感知学习和注意力控制的关键策略.
科学领域:
- 职业治疗教育职业治疗教育
- 教育心理学教育心理学
- 混合学习模型的混合学习模型.
背景情况:
- 与面对面或完全在线格式相比,混合学习的研究有限.
- 了解影响混合环境中感知学习的因素对于程序开发至关重要.
研究的目的:
- 在混合教育背景下,确定职业治疗学生对感知学习的预测因素.
- 研究动机,注意力控制和感知学习之间的关系.
主要方法:
- 描述性的横截面研究设计,利用通过谷歌表格在线数据收集.
- 经过验证的尺度包括注意力控制尺度,学术动机尺度和感知学习尺度.
- 多重线性回归与逐步变量选择被用于数据分析.
主要成果:
- 学术动机在很大程度上预测了感知到的学习.
- 内在和外在的动机与感知学习正相关 (系数分别为0.198和0.364).
- 激励表现出对感知学习的最强的负面影响 (系数 -0.407).
结论:
- 激励是混合职业治疗计划中感知学习减弱的最重要的预测因素.
- 建议采用增强内在和外在动机的策略,同时降低动机.
- 提高学生的动机可以提高注意力控制和混合教育环境中的整体感知学习.
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