走近终身学习:解释个人和职业发展决策过程的综合框架

IF 3.4 Q2 NEUROSCIENCES
Angélica Mendes, Samuel Greiff, Katarzyna Bobrowicz
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引用次数: 0

摘要

背景:终身学习是一个旨在抓住机遇实现自我发展的过程,但对终身学习承诺的个体差异尚未进行广泛研究。研究目的我们的目的是全面了解为自我发展而学习的决策机制。研究方法我们进行了一项文献综述,内容涉及认知消耗的耗费性质及其对参与认知要求较高的学习任务的倾向的影响,以及学习过程中固有的对厌恶或奖励结果的敏感性的个体差异。结果我们的研究结果表明,控制的预期价值(EVC)理论可以阐明前者,而关于接近-回避动机的研究则可以阐明后者。结论:我们提出并发展了一个综合框架,将这两种研究方法结合在一起。这个框架对神经心理学、实验心理学和教育心理学都有借鉴意义,为定制学习体验提供了理论指导,以提高学习者的参与度和对自我发展的承诺。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Approaching lifelong learning: An integrated framework for explaining decision-making processes in personal and professional development

Background: Individual differences in commitment to lifelong learning, a process aimed at seizing opportunities for self-development, have not been extensively studied. Objective: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development. Method: We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process. Results: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter. Conclusion: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development.

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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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