学术动机,拖延和调整:探索它们对学生个人资料和学业成绩的影响
Patra Vlachopanou1, Laura Maska2, Dimitrios Kalamaras2
1Aegean College, University of Essex and University of Nicosia, Nicosia, Cyprus.
PloS one
|November 18, 2025
概括
学生在高等教育中的成功取决于动机,拖延和大学调整. 根据这些因素确定学生的个人资料,可以指导有针对性的支持策略,以改善学术成果.
科学领域:
- 教育心理学教育心理学
- 学生成功研究 学生成功研究
背景情况:
- 学生的学术成功受到动机,拖延和大学调整的影响.
- 了解这些因素对于制定有效的学生支持策略至关重要.
研究的目的:
- 根据动机,拖延和调整水平对大学生进行分类.
- 调查识别的学生个人资料与他们的平均成绩 (GPA) 之间的关系.
主要方法:
- 使用K-Mean集群分析和决策树方法.
- 评估了284名大学生 (平均年龄21.2岁;男性36.2%,女性63.4%).
- 测量学术动机,拖延和大学适应能力,使用经过验证的比例表.
主要成果:
- 确定了三个不同的学生档案:高度动机和良好调整 (最高GPA),适度动机和调整 (平均GPA) 和拖延和差调整 (最低GPA).
结论:
- 有效地管理拖延,持续的动力和成功的大学调整对于学术成就至关重要.
- 针对这些领域的干预措施可以显著提高学生的成绩和整体成功.
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