反思性目标设定提高教师和商业教育的学习成绩:一项大规模实地实验

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2023-08-15 DOI:10.1080/19345747.2023.2231440

Izaak Dekker, Michaéla Schippers, Erik van Schooten

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引用次数: 0

摘要

反思性目标设定干预可以帮助学生适应高等教育，并提高他们的表现和幸福感，正如迄今为止进行的小规模和准实验研究所显示的那样。然而，一项大型实验研究没有发现效果，强调了复制的重要性，以及对解释干预何时以及为何起作用的机制的更好理解。本研究采用随机对照试验，验证了目标设定干预对1134名商科和师专一年级学生学习成绩的影响。与对照组相比，治疗组获得了更多的课程学分，并且从大学退学的风险降低了15%。与之前的研究结果相反，这项研究没有发现证据表明这些影响对男性或少数民族更大。此外，我们发现干预对自我调节学习、恢复力、毅力、参与度或幸福感没有影响。

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Reflective Goal-setting Improves Academic Performance in Teacher and Business Education: A Large-scale Field Experiment

A reflective goal-setting intervention could help students adjust to higher education, and improve their performance and well-being, as has been shown by small-scale and quasi-experimental studies conducted so far. However, a large experimental study found no effects, highlighting the importance of replication, and a better understanding of the mechanisms that explain when and why the intervention works. This replication study tested the effects of such a goal-setting intervention on the academic performance of 1,134 first-year business and teacher education students, with a randomized control trial. The treatment group earned significantly more course credits, and had a 15% lower risk of dropping out of college, compared to the control group. Contrary to the findings of previous studies, this study found no evidence that these effects are larger for men, or ethnic minorities. Additionally, we found no effect of the intervention on self-regulated learning, resilience, grit, engagement, or well-being.

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来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.