兽医学生的成就、目标导向与课程参与。

IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Jennifer A Neel, Mari-Wells Hedgpeth, Elizabeth Armitage-Chan
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引用次数: 0

摘要

成就目标取向(AGO)定义了学生的动机,以及他们是由学习和能力(精通取向)还是成绩标记(成绩取向)驱动的。以能力为基础的兽医教育与掌握方向一致,特别是当学生根据能力而不是分数进行评估时。本研究采用混合方法报告兽医学生的AGO,评估他们对教育挑战的反应,描述他们如何保持动力,并以AGO为理论框架探讨他们对成绩的看法。大多数学生有较强的掌握导向,但也有中等到较强的表现目标导向。焦点小组分析显示,无论学生的主要倾向是什么,他们的行为都有两种倾向,而且这些行为有时是相互冲突的。课程超载被视为一项重大的教育挑战,加剧了表现回避行为(如拖延症)。学生们自称喜欢教育挑战,但却善于围绕为什么有些挑战被认为不公平或不合法来构建故事,这可能暗示了错误的掌握心态。他们也倾向于陈述对及格/不及格评分的偏好,但对分数有复杂的感觉,有些人希望相对于同龄人的表现得到客观的反馈。在缺乏客观反馈的情况下,学生们利用各种方法(既有掌握导向的,也有表现导向的)来保持动力,并与同龄人进行比较。取消客观的衡量标准,如成绩、平均绩点和班级排名,需要谨慎地与充分的反馈和支持相结合,因为学生可能依赖这些作为激励因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Achievement Goal Orientation and Curricular Engagement in Veterinary Students.

Achievement goal orientation (AGO) defines student motivation and whether they are driven by learning and competence (mastery orientation) or performance markers, such as grades (performance orientation). Competency-based veterinary education aligns with a mastery orientation, particularly when students are assessed on the basis of achieving competence, rather than using grades. This study uses a mixed-methods approach to report the AGO of veterinary students and evaluate their responses to educational challenges, describe how they maintain motivation, and explore their perceptions of grades using AGO as a theoretical framework. Most students are more strongly mastery oriented but also typically have moderate to strong performance goal orientation. Focus group analysis shows evidence of both orientations in students' behaviours, regardless of their predominant orientation, and these behaviours are, at times, conflicting. Curricular overload is viewed as a significant educational challenge, exacerbating performance avoidance behaviors (e.g., procrastination). Students profess to enjoy educational challenge but are adept at constructing narratives around why some challenges are not considered fair or legitimate, which may suggest false mastery mindset. They also tend to state preferences for pass/fail grading but have complex feelings about grades, and some desire objective feedback on performance relative to peers. In the absence of objective feedback, students leverage a variety of methods (both mastery- and performance-oriented) to maintain motivation and achieve comparisons with peers. Withdrawal of objective measures such as grades, grade point average, and class rank would need to be carefully coupled with sufficient feedback and support for students who may rely on these as motivators.

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来源期刊
CiteScore
2.20
自引率
30.00%
发文量
113
审稿时长
>36 weeks
期刊介绍: The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society. The journal’s areas of focus include best practices and educational methods in veterinary education; recruitment, training, and mentoring of students at all levels of education, including undergraduate, graduate, veterinary technology, and continuing education; clinical instruction and assessment; institutional policy; and other challenges and issues faced by veterinary educators domestically and internationally. Veterinary faculty of all countries are encouraged to participate as contributors, reviewers, and institutional representatives.
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