在教育中有效使用道德模范的考虑因素:基于自我决定理论和数据综述

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hyemin Han, Marja Graham
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引用次数: 0

摘要

本研究旨在探讨如何根据自我决定理论框架的支柱--自主性、能力和相关性--提高应用道德典范进行干预的有效性。以往的研究主要集中在道德模范的相关性和可实现性,以预测动机结果。本研究的数据包括以往研究不同道德典范和干预方法对动机影响的综合数据集。对这些数据集的主要综合使用了多层次建模,重点关注可亲近性、可实现性和干预方法,分别对应于自我决定理论中的相关性、能力和自主性作为预测因子。一般来说,可实现性或可亲和性与干预方法之间存在明显的交互效应。支持自主性的自主性教学方法被证明能够提高学习动机。本研究的启示支持运用自我决定理论来研究道德典范在道德教育中的应用,并与以往的典范研究相一致。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Considerations for effective use of moral exemplars in education: Based on the self-determination theory and data syntheses
The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the self-determination theory framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets used multilevel modeling focusing on relatability, attainability, and intervention methods, corresponding to relatedness, competence, and autonomy in the self-determination theory, respectively, as predictors. In general, there was a significant interaction effect between the attainability or relatability, and the intervention method. Autonomous instruction methods, which support autonomy, were demonstrated to boost motivational outcomes. Implications from this study support the employment of self-determination theory to examine the use of moral exemplars in moral education and were consistent with previous exemplar studies.
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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