暑期人才培养计划的情感成果:学生怎么说?

IF 1.2 Q3 EDUCATION, SPECIAL
Aakash A. Chowkase, Ophélie Allyssa Desmet, Kshama Datar, Ashwini Deshpande, Sandhya Khasnis
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引用次数: 0

摘要

本研究探讨了学生从参加暑期项目中感知到的情感结果,以及促进参与者感知到的情感发展的项目组成部分。55 名有智力天赋的中学生(29 名女生)参加了在印度西部一个邦举办的为期 4 天的寄宿项目。参与者对 16 个开放式调查项目进行了描述性反思。采用矩阵编码法对情感结果和相关项目内容进行编码。通过对回答进行主题分析,发现了五个主题,分别描述了参与者在以下方面的进步:(a) 自信和勇气;(b) 自我意识;(c) 社会意识;(d) 社交技能;以及 (e) 灵感。就具体的情感结果而言,领导力讲习班和小组活动、农村体验和营地结构最常被讨论。研究结果表明,直接和精心策划的情感干预可以提供社会和情感学习的机会。研究还讨论了全面人才培养计划的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Affective Outcomes of a Summer Talent Development Program: What Do Students Say?
This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants’ perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants’ (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.
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来源期刊
CiteScore
3.00
自引率
0.00%
发文量
17
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