控制价值评估和学生无聊的出现:在课程中的现场视角
Richard Göllner1, Kristina Kögler2
1University of Potsdam, Germany.
The British journal of educational psychology
|November 22, 2025
概括
学生的无聊与他们理解和享受课程的程度有关. 无聊可以减少理解和兴趣,在课堂上创造脱节螺旋.
科学领域:
- 教育心理学教育心理学
- 认知心理学 认知心理学
- 课堂动力学 课堂动力学
背景情况:
- 现有的研究将控制和价值评估与学生无聊联系在一起.
- 对于特定的学习情况如何影响无聊和情绪反应的理解有限.
研究的目的:
- 调查评估与无聊的关系,将个人差异与瞬间经验分开.
- 检查实时学习中评估和无聊之间的相互影响.
主要方法:
- 经验采样方法与95名中学生.
- 多层次结构方程建模分析了2周内8个课程的数据.
- 交叉关系评估了学生对理解,兴趣和无聊的瞬间经历.
主要成果:
- 学生更高的兴趣始终与较低的无聊水平相关.
- 理解与无聊的联系是复杂的:超挑战诱导的无聊源于个体差异,而低挑战诱导的无聊与瞬间的理解有关.
- 无聊预测了随后的理解和兴趣的下降.
结论:
- 学生的无聊受到稳定的个体特征和直接的学习环境的影响.
- 无聊可以启动负面反循环,减少参与和学业表现.
- 针对理解和兴趣的干预措施可以减轻无聊,防止脱离的螺旋.
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