使用隐含的心理机制来预测学生在数字高等教育中的成功
Clemens Klinke1, Marc Schipper2, Annica Paul-Poudevigne3
1Department of Psychology and Pedagogy, APOLLON University of Health Management, Bremen, Germany; University of Bremen.
Acta psychologica
|December 4, 2025
概括
隐含的心理过程预测学生在数字高等教育 (DHE) 中的成功. 一个简单的认知测试可以准确地识别出有退学风险的学生,并提供对DHE参与和坚持的见解.
科学领域:
- 心理学 心理学 心理学
- 教育技术的教育技术
- 高等教育研究 高等教育研究
背景情况:
- 隐含的学术态度预测了传统教育中的成功.
- 关于数字高等教育 (DHE) 中隐性心理过程的研究有限.
- 学生在DHE的成功需要理解,参与和坚持.
研究的目的:
- 调查DHE学生成功中的隐含心理过程.
- 使用隐性关联测试 (IAT) 预测学生的参与度和坚持度.
- 检查隐式和显式学术认同和态度的作用.
主要方法:
- 六个月的长度研究,采用大量学生样本.
- 两个隐含关联测试 (IAT):态度-IAT (研究 + 好) 和识别-IAT (研究 + 我).
- 后勤回归和相关性分析,以预测参与 (考试完成) 和持久性 (退学).
主要成果:
- 态度-IAT显著预测了参与 (考试完成).
- 识别-IAT与间接与持久性相关的因素相关 (教育背景,自我有效性,识别).
- 即使在对明确措施进行控制后,Attitude-IAT的预测效应仍然很重要.
结论:
- 学生在DHE的成功是可预测的,使用简单的认知测试来测量隐含的态度.
- IAT可以是一个有价值的工具,用于识别在DHE风险学生.
- 研究结果提高了对学生动机和在数字学习环境中的成功的理解.
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