数字音乐教育对非认知能力的影响:来自中国的实证证据
Xin Shan1, Yuchen Wang1, Long Luo2
1The Graduate School Arts & Culture, Sangmyung University, Seoul, 03016, South Korea.
Acta psychologica
|September 17, 2025
概括
数字音乐教育需要复杂的课程设计捆绑,而不是单个因素,以提高学生的自尊和内部控制位置. 这些发现强调了需要综合教学设计,以获得更好的非认知结果.
科学领域:
- 教育技术的教育技术
- 音乐教育 音乐教育教育
- 心理学 心理学 心理学
背景情况:
- 传统的数字音乐教育研究通常使用有限的线性模型.
- 这些模型未能捕捉到影响学生非认知结果的因素的复杂相互作用.
- 需要更细致的方法来了解数字学习环境如何影响学生.
研究的目的:
- 调查数字音乐教育中复杂的因果关系.
- 确定影响学生自尊 (SE) 和内部控制点 (IE) 的途径.
- 通过集合理论方法超越单一因素的观点.
主要方法:
- 雇员必需条件分析 (NCA) 和模糊的定性比较分析 (fsQCA).
- 分析了来自329名中国本科生的调查数据.
- 利用集合理论的方法来分析局势因果关系.
主要成果:
- 没有单一的课程设计元素是高SE或IE的必要条件.
- 确定了多个等效的途径,导致积极的非认知结果.
- 发现了SE (情感激活) 和IE (能力启用) 的不同包.
结论:
- 数字音乐教育的成果来自于连续的因果关系,而不是孤立的因素.
- 强调在数字音乐教育中需要构造敏感的教学设计.
- 建议设计综合捆绑,资源生态系统和包容性互动.
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