学生与学习计划之间的兴趣契合会带来更好的结果吗?职业兴趣一致性作为学业成功预测因素的荟萃分析

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nicky de Vries , Martijn Meeter , Mariëtte Huizinga
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引用次数: 0

摘要

职业兴趣是帮助学生选择高等教育学习计划的一个常用概念。其基本假设是,一个好的选择反映了课程与学生职业兴趣的一致性。然而,由于方法问题、结果参差不齐以及缺乏使用多种学业成功指标进行的元分析等原因,这一假设仍存在争议,缺乏确凿的证据。因此,我们旨在就兴趣一致性与高等教育学业成功的三个指标之间的关系提供可靠的元分析证据,以及调节这种关系的变异来源。我们首先在三个数据库中进行了系统搜索,共纳入 23 项研究。然后,我们使用心理测量荟萃分析和叙事分析对这些研究进行了综合。元分析结果表明,兴趣一致性对学业成绩、学习计划的持续性和学习计划的满意度有积极的预测作用,尽管作用很小。有趣的是,兴趣一致性的操作方式缓和了这种关系:以完整的兴趣特征进行操作的一致性测量显示出更大的效果。叙述性综述的结果表明,研究方法多种多样,因此很难得出确切的结论。不过,根据综述得出的一般看法是,一致性与结果之间的关系受到学生个人特征的影响,如先前成绩、性别、第一代身份和种族。总之,这项荟萃分析和随后的叙述性综述的结果表明,兴趣一致性的概念有可能成为青少年反思学习选择的有用工具。然而,兴趣一致性与学业成功之间的关系受到测量变量和其他个体特征的复杂相互作用的影响,这一点应在未来的研究中加以考虑。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Does interest fit between student and study program lead to better outcomes? A meta-analysis of vocational interest congruence as predictor for academic success

Vocational interests are a commonly used concept to help students choose a study program in higher education. The underlying assumption is that a good choice reflects congruence of the program with a student's vocational interests. This assumption however remains controversial, given the lack of conclusive evidence due to methodological problems, mixed results, and absence of meta-analyses using multiple indicators of academic success. Therefore, we aimed to provide reliable meta-analytic evidence regarding the relationship between interest congruence and three indicators of academic success in higher education, along with the sources of variation moderating this relationship. We first performed a systematic search in three databases, which included 23 studies. We then used psychometric meta-analysis and narrative analysis to synthesise these studies. The meta-analytic results revealed that interest congruence is a positive, albeit small, predictor of academic achievement, persistence in the study program, and satisfaction with the study program. Interestingly, the manner in which interest congruence was operationalised moderated this relation: congruence measures that were operationalised with the full interest profile showed larger effects. The outcomes of the narrative review showed a great variety of methodological approaches, rendering it difficult to draw a firm conclusion. However, the general observation based on the review is that the congruence-outcome relationship is affected by individual characteristics of students, such as prior achievement, gender, first-generation status, and race. In conclusion, the results of this meta-analysis and subsequent narrative review indicate that the concept of interest congruence has the potential to be a helpful tool for adolescents for reflection on study choice. However, the relationship between interest congruence and academic success is influenced by a complex interplay of measurement variables and other individual characteristics, which should be considered in future research.

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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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