考察个性化学习中不同的动机模式

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Stefan Kulakow, Diana Raufelder
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引用次数: 0

摘要

过去对情境期望值理论的研究经常提供不同动机模式的证据,表明学生不仅可以表现出不同的动机水平(例如,低与高),还可以表现出差异性的特征(例如,高成功期望值、低任务值)。这项以人为导向的两波研究(a)确定并比较了来自不同学习环境的中学生的动机模式(即以学生为中心的学习与教师指导的学习),(b)分析了这些模式在一学年中的稳定性和变化,以及(c)研究了与成绩相关的选择和表现是否预测了模式的变化。利用来自德国中学生(T1:N=1153;M=13.97岁,SD=1.37;49%女孩)的数据,多组潜在转变分析揭示了四种不同的动机模式,包括(a)高动机模式、(b)中等动机模式、、(c)低动机模式和(d)高度自信/几乎不感兴趣模式。在以学生为中心的学习环境和教师指导的学习环境中,这些模式的分布存在显著差异。在教师指导学习中,大约47%的学生属于低动机班,而以学生为中心的学习环境则表现出大约一半的这一数字。这些课程极其稳定的性质突出了教育背景与学生动机的强烈相关性,并支持情境期望值理论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Examining different motivational patterns in individualized learning

Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a) identified and compared the motivational patterns of secondary school students from different learning environments (i.e., Student-Centered Learning vs. Teacher-Directed Learning), (b) analyzed the stability of and changes to these patterns during a school year, and (c) examined whether achievement-related choices and performance predicted the pattern changes. Using data from German secondary school students (T1: N = 1153; M = 13.97 years, SD = 1.37; 49% girls) multigroup latent transition analysis revealed four different motivational patterns, including a (a) High Motivational pattern, (b) Medium Motivational pattern, (c) Low Motivational pattern, and (d) Highly Confident/Hardly Interested pattern. The distribution of these patterns differed significantly between students from Student-Centered-Learning and Teacher-Directed-Learning environments. Approximately 47% of students in Teacher-Directed Learning were in the low motivational class whereas the Student-Centered Learning environment exhibited approximately half of that number. The extremely stable nature of these classes highlights the strong relevance of the educational context for student motivation and supports situated expectancy-value theory.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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