缓解第一学年学习动机下降的因素:潜在变化得分分析

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EXPERIMENTAL
Steffen Wild, Sebastian Rahn, Thomas Meyer
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引用次数: 0

摘要

研究表明,在大学教育项目中,学生的学习动机会随着时间的推移而降低,这与学生辍学率等学业成功率指标的降低有关。因此,研究人员对学习动机的变化进行了分析,并探讨了大学保持学生高水平学习动机的可选方案。我们的研究采用了 "人-环境契合理论",认为讲师提供的感知支持和教学质量会影响学生的学科兴趣。我们对巴登-符腾堡州立合作大学的 823 名参与者进行了纵向设计,并利用参与者在第一学年和第二学年之间收集的数据估算了一个潜在变化得分模型。我们的研究结果表明,感知到的来自讲师的支持缓解了学科兴趣的下降。此外,我们的结果还支持了这样一个假设,即大学可以减轻学生对学科兴趣的下降。我们的研究结果与该领域的当代研究相结合,并为保持学生的高学习动机提供了实用建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Factors mitigating the decline of motivation during the first academic year: a latent change score analysis

Factors mitigating the decline of motivation during the first academic year: a latent change score analysis

Research shows that in university education programs, students’ motivation decreases over time, which is associated with indicators of reduced academic success, such as student dropout rate. Consequently, researchers have analyzed motivation change and explored the options available to universities to maintain a high level of motivation among students. Using Person-environment fit theory, our research suggests that perceived support offered by lecturers and instructional quality influence students’ subject interest. We conducted a longitudinal design of 823 participants from Baden-Wuerttemberg Cooperative State University and estimated a latent change score model using data collected between the participants’ first and second academic years. Our findings suggest that perceived support from lecturers mitigated the decrease in subject interest. Moreover, our results support the hypothesis that universities can attenuate the decreasing change of subject interest from students. Our findings are contextualized with reference to contemporary research in the field and we offer practical suggestions for maintaining high motivation among students.

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来源期刊
CiteScore
5.40
自引率
4.20%
发文量
69
期刊介绍: Motivation and Emotion publishes articles on human motivational and emotional phenomena that make theoretical advances by linking empirical findings to underlying processes. Submissions should focus on key problems in motivation and emotion, and, if using non-human participants, should contribute to theories concerning human behavior.  Articles should be explanatory rather than merely descriptive, providing the data necessary to understand the origins of motivation and emotion, to explicate why, how, and under what conditions motivational and emotional states change, and to document that these processes are important to human functioning.A range of methodological approaches are welcome, with methodological rigor as the key criterion.  Manuscripts that rely exclusively on self-report data are appropriate, but published articles tend to be those that rely on objective measures (e.g., behavioral observations, psychophysiological responses, reaction times, brain activity, and performance or achievement indicators) either singly or combination with self-report data.The journal generally does not publish scale development and validation articles.  However, it is open to articles that focus on the post-validation contribution that a new measure can make.  Scale development and validation work therefore may be submitted if it is used as a necessary prerequisite to follow-up studies that demonstrate the importance of the new scale in making a theoretical advance.
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