在第一代和下一代大学生中测试角色建模的激励理论:一个规模开发方法
Erika M DiMariano1, Benjamin M Wilkowski1
1Department of Psychology, University of Wyoming, Laramie, WY, USA.
Psychological reports
|February 13, 2026
概括
这项研究开发了一种衡量榜样功能的方法,发现第一代学生对学术榜样的接触较少. 这影响了学业成绩和承诺.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
背景情况:
- 角色模范服务于鼓舞人心,行为和可能的代表功能.
- 现有的措施没有区分这些榜样功能.
- 角色建模的动机理论需要对其独特的功能进行实证测试.
研究的目的:
- 制定和验证一项措施,区分榜样的三个功能.
- 测试角色建模的动机理论的预测.
- 检查第一代和下一代大学生的榜样可用性.
主要方法:
- 进行了四项研究,共有1448名参与者.
- 使用因子分析来区分角色模范函数.
- 评估了学术角色模型的可用性及其与学术成果的关系.
主要成果:
- 因子分析证实了不同的榜样功能.
- 第一代学生报告说,在所有职能方面,学术榜样的可用性较低.
- 学术榜样的可用性与学术成就和承诺有积极的联系.
- 鼓舞人心的榜样显示出最强烈的支持,可能成为其他好处的先决条件.
结论:
- 角色建模的动机理论仍然很重要.
- 开发的措施有效地评估了不同的榜样功能.
- 角色模型的可用性对于理解第一代大学生的学术承诺至关重要.
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