高等教育学生参与学习活动:澄清概念并引入一个短期规模的学习活动
Feliciano Veiga1, Johnmarshall Reeve2, Carlota M Veiga3
1Unidade de Investigação e Desenvolvimento em Educação e Formação, Universidade de Lisboa, Instituto de Educação, Portugal.
PloS one
|February 19, 2026
概括
这项研究引入了一个新的短尺度来衡量学生参与学习活动的参与度,包括代理参与度. 验证的规模提供了更清晰的理解学生参与高等教育.
科学领域:
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
背景情况:
- 学生的参与对于高等教育的学术成功至关重要.
- 现有的学生参与度指标往往很长,对代理人参与度缺乏明确性.
- 需要区分参与学习和学术界之间的区别.
研究的目的:
- 澄清学生参与的概念,并解决当前测量尺度的局限性.
- 开发和验证一个简洁可靠的尺度来衡量学生参与学习活动.
- 将代理参与纳入作为评估学生参与度的关键维度.
主要方法:
- 与葡萄牙高等教育学生进行了三项研究.
- 探索性因子分析被用来开发高等教育学生参与学习活动 - 短期规模 (HESELAS).
- 确认因素分析验证了尺度的可靠性,并在不同样本中构建有效性.
主要成果:
- 这项研究确定了学生参与的四个关键方面:认知,情感,行为和代理.
- 开发的短尺度 (HESELAS) 显示出强大的可靠性和有效性.
- 该尺度有效地区分了参与学习和更广泛的学术社区参与.
结论:
- 学生参与的四维概念化对于准确的测量至关重要.
- 赫塞拉斯提供了一种经过验证的简短工具,用于评估学生参与高等教育学习的情况.
- 这种经过验证的尺度可以为教育策略提供信息,以提高学生的学术成果.
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