社区学院学生中与教师和同伴求助前互动相关的因素

IF 3.8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kate Ryan, Carlton J Fong
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引用次数: 0

摘要

社区学院或两年制副学士学位授予机构往往招收大量被认为对大学水平课程学习准备不足的学生。这些学生可能也不太愿意寻求帮助,而这种自我调节的活动既具有挑战性,又充满了社会耻辱感。主动学习和寻求帮助过程的一个关键组成部分是在整个学习过程中与同学和教师的社交互动。我们对2018年社区学院学生参与度调查(N = 17,045名学生)的数据进行了结构方程建模,以确定他们与导师和同伴进行社交互动的程度,并探索哪些因素最能预测这种寻求帮助前的互动。各种心理和社会人口因素都与教师和同学之间的互动有显著关联。我们讨论了培养积极学习互动和求助文化的环境的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Factors associated with instructor and peer pre-help-seeking interactions among community college students
Community colleges, or 2-year associate-degree granting institutions, tend to enroll large numbers of students deemed misprepared for college-level coursework. Such students may also not be as likely to seek help, a self-regulated activity that is challenging and fraught with social stigma. A key component of active learning and the help-seeking process is social interaction with both peers and instructors throughout the learning process. We conducted structural equation modeling on data from the 2018 Community College Survey of Student Engagement ( N = 17,045 students) to identify the degree to which they engaged in social interactions with instructors and peers and to explore which factors were most predictive of such pre-help-seeking interactions. Various psychological and sociodemographic factors were significantly associated with both instructor and peer interactions. We discuss implications for fostering environments that cultivate active learning interactions and help-seeking cultures.
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来源期刊
Active Learning in Higher Education
Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
13.20
自引率
12.00%
发文量
31
期刊介绍: Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.
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