基于FSQCA方法的大学课堂负面沉默的配置分析
Jian Chen1, Baozhong Ye2, Haifeng Miao3
1Guilin University of Aerospace Technology, Guilin, China.
Scientific reports
|July 9, 2025
概括
在大学课堂上,消极的沉默是很常见的. 这项研究发现,自我效能,对负面评价的恐惧,兴趣和即时性行为的特定组合,而不是个别因素,导致了这种沉默.
科学领域:
- 教育心理学教育心理学
- 沟通研究 沟通研究
背景情况:
- 负面的沉默是大学教室中普遍存在的问题.
- 以前的研究往往检查单个因素,忽视了它们的综合作用.
研究的目的:
- 调查导致负面课堂沉默的先行条件的配置.
- 了解导致学生沉默的因素的复杂相互作用.
主要方法:
- 使用了模糊集定性比较分析 (FSQCA).
- 分析了222名大学生的数据.
- 检查了五种先验条件:自我效能,对负面评价的恐惧,兴趣,口头直接性和非语言直接性.
主要成果:
- 对于负面的沉默,没有一个单一的条件是必要的.
- 确定了导致负性沉默的三个不同的配置:
- 配置1:自我效能,对负面评价的恐惧,口头的直接性.
- 配置2:自我效能,对负面评价的恐惧,非语言的直接性.
- 配置3:自我效能,兴趣,口头的直接性,非语言的直接性.
结论:
- 负面的课堂沉默是由于特定因素的组合而产生的.
- 结果提供了关于培养更积极的学习环境的见解.
- 建议包括提高自我效能,管理对负面评价的恐惧,增强兴趣和利用即时性行为.
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