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Personal values and social behavior in early childhood: Understanding the contribution of social information processing and attitudes 幼儿期的个人价值观和社会行为:了解社会信息处理和态度的作用
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-25 DOI: 10.1007/s10212-024-00841-6
Einat Elizarov, Yair Ziv, Maya Benish-Weisman

Values, defined by Schwartz (1994) as basic motivational cognitive structures, guide life goals, transcend contexts, and affect individuals’ courses of action differently depending on their preferred values. With young children, an important question that emerges is what factors underlie the linkages between their preferred motivations (i.e., preferred values) and their behavior tendencies in key social contexts. This study proposed one potential socio-cognitive mechanism that may explain how children’s values are linked to their prosocial and antisocial behaviors in kindergarten via their values-oriented social information processing patterns (SIP) and their attitudes toward their kindergarten. The sample included 121 children (59 girls; Mage = 67.45 months). Children’s values, values-oriented SIP patterns, and attitudes toward kindergarten class were examined in one-on-one interviews. Teachers reported on the children’s social behaviors. Results showed children’s preferences for self-transcendence values were linked to their more prosocial behaviors and less antisocial behaviors in class via their self-transcendence values-oriented SIP patterns and their positive attitudes toward kindergarten. The findings offer important insights into the socio-cognitive elements that drive values-behavior relationships, as well as the links between various facets of young children’s social cognition and their social behavior in kindergarten.

施瓦茨(Schwartz,1994 年)将价值观定义为基本的动机认知结构,它指导生活目标,超越情境,并根据个人偏好的价值观对其行动产生不同的影响。对于幼儿来说,一个重要的问题是,他们的首选动机(即首选价值观)与他们在关键社会情境中的行为倾向之间的联系是由哪些因素造成的。本研究提出了一种潜在的社会认知机制,可以解释儿童的价值观是如何通过他们以价值观为导向的社会信息处理模式(SIP)和他们对幼儿园的态度,与他们在幼儿园的亲社会行为和反社会行为联系起来的。样本包括 121 名儿童(59 名女孩;年龄 = 67.45 个月)。通过一对一访谈考察了儿童的价值观、价值观导向的社会信息处理模式以及对幼儿园班级的态度。教师汇报了儿童的社交行为。结果表明,儿童对自我超越价值观的偏好与他们在班级中更多的亲社会行为和更少的反社会行为有关,这与他们以自我超越价值观为导向的 SIP 模式和对幼儿园的积极态度有关。研究结果为我们提供了重要的见解,有助于我们了解驱动价值观与行为关系的社会认知因素,以及幼儿社会认知的各个方面与他们在幼儿园的社会行为之间的联系。
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引用次数: 0
A collective action approach to improving attitudes and self-efficacy towards gender equality among male STEM academics 以集体行动的方式改善男性科学、技术、工程和数学学者对性别平等的态度和自我效能感
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-11 DOI: 10.1007/s10212-024-00844-3
Zachary W. Petzel, Lynn Farrell, Teresa McCormack, Rhiannon N. Turner, Karen Rafferty, Ioana M. Latu

Despite the implementation of equality interventions within higher education, progress towards gender parity in science, technology, engineering, and mathematics (STEM) remains slow. Male educators often exhibit poorer engagement with diversity initiatives, potentially contributing to persisting gender disparities in STEM given men’s longstanding dominance in these programs. Two experiments investigate how equality interventions should be designed to maximize support from male educators. Experiment 1 (N = 72; Mage = 39.72, SDage = 12.33) used virtual reality to manipulate 2 factors among male academics: (1) exposure to gender inequality and (2) virtually taking the perspective of a female scientist. Using self-report and behavioral measures, viewing an empirical presentation outlining the prevalence of gender issues in STEM yielded the greatest support for equality initiatives following successful perspective-taking. Experiment 2 (N = 120; Mage = 32.48, SDage = 10.36) varied two additional factors among male academics: (1) evidence-based methods to reduce gender biases in STEM (i.e., promoting self-efficacy) and (2) blaming male academics for gender inequalities. Promoting self-efficacy and blaming men for disparities led to greater confidence in male academics’ ability to address gender inequalities in their field. Notably, higher self-efficacy accounted for greater support for equality initiatives and internal motives to engage with diversity programs. Findings provide an empirical framework and high-tech training tools for promoting engagement with diversity initiatives among male educators, informing development of interventions within higher education to improve student and faculty experiences in STEM.

尽管在高等教育中实施了平等干预措施,但在科学、技术、工程和数学(STEM)领域实现性别均等的进展仍然缓慢。男性教育工作者对多元化倡议的参与度往往较低,这可能会导致 STEM 领域长期存在性别差异,因为男性在这些项目中长期占据主导地位。两项实验研究了应如何设计平等干预措施,以最大限度地获得男性教育工作者的支持。实验 1(N = 72;Mage = 39.72,SDage = 12.33)使用虚拟现实技术来操纵男性学者的两个因素:(1)接触性别不平等;(2)虚拟地从女性科学家的角度看问题。通过自我报告和行为测量,观看概述 STEM 中普遍存在的性别问题的实证演示,在成功进行视角转换后,对平等倡议的支持度最高。实验 2(N = 120;Mage = 32.48,SDage = 10.36)在男性学者中增加了两个因素:(1)减少 STEM 中性别偏见的循证方法(即提高自我效能)和(2)将性别不平等归咎于男性学者。提高自我效能感和将性别差异归咎于男性,使人们更加相信男性学者有能力解决其所在领域的性别不平等问题。值得注意的是,自我效能感越高,对平等计划的支持度就越高,参与多元化计划的内部动机就越强。研究结果为促进男性教育工作者参与多元化计划提供了一个经验框架和高科技培训工具,为在高等教育中制定干预措施以改善学生和教师在科学、技术、工程和数学领域的体验提供了信息。
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引用次数: 0
Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors 自我调节检索练习的使用:与非认知和认知因素个体差异的关联
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-11 DOI: 10.1007/s10212-024-00845-2
Frida Bertilsson, Tova Stenlund, Anna Sundström, Bert Jonsson

Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.

检索练习是一种学习策略,多次被发现对记忆和学习有积极影响。然而,研究表明,学生很少自愿使用检索练习。本研究旨在考察学生自我调节使用检索练习的情况,并确定认知和非认知方面的性别和个体差异是否与选择性使用练习测试有关。本研究对 146 名选修数学和瑞典语课程的高中学生进行了课堂研究。研究采用ABAB设计,比较学生对检索练习(即重复在线测验)的选择性使用和非选择性使用。学生们完成了评估工作记忆能力和流体智力的认知任务,并完成了与学业成绩相关的非认知因素的自我报告,如勇气、认知需求(NFC)、自觉性和开放性。然后,使用配对和独立样本 t 检验比较了测验的使用情况,并通过层次线性回归分析探讨了测验与个体差异之间的关系。结果显示,学生在选修科目中完成的测验次数明显少于非选修科目,而且在瑞典语科目中,女生完成的选修测验次数明显多于男生,但在数学科目中则不然。此外,研究结果表明,自觉性可以预测数学选修测验的使用情况,而性别、NFC、自觉性和开放性可以预测瑞典语测验的使用情况。总之,尽管研究结果表明练习测试的可选/自我调节使用率相对较低,但与之前的研究结果一致,这些研究结果表明性别和非认知因素(如人格特征)可以预测练习测试的可选使用率。
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引用次数: 0
Model authenticity in learning mathematical experimentation: how students perceive and learn from scientist and peer models 数学实验学习中的模型真实性:学生如何看待和学习科学家和同伴的模型
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-11 DOI: 10.1007/s10212-024-00843-4
Ramona Hagenkötter, Valentina Nachtigall, Katrin Rolka, Nikol Rummel

The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the model-observer similarity hypothesis, it is likely that the observation of peers is particularly conducive to learning. On the other hand, from an authentic learning perspective, the presence of experts is considered to constitute a core design element of authentic learning settings which may foster motivational and cognitive learning outcomes. Against the background of these contradictory assumptions, the present study investigates the effects of observing models with different degrees of authenticity on students’ perceived authenticity, their situational interest, and their knowledge acquisition. We conducted an experimental study with 105 10th graders who observed either peer or scientist models performing a mathematical hands-on experiment in a video recording. As expected, the results show that students perceived the scientist models as more authentic than the peer models. Furthermore, we found neither a direct effect of condition nor an indirect effect mediated by students’ perceived authenticity of the observed models on students’ situational interest and knowledge acquisition. With this study, we contribute to the literature on the conditions and effects of authentic learning.

实施数学动手实验的视频建模范例可以为学生提供真实的体验,同时又不会让他们在认知上产生过多的负担。然而,视频建模示例的有效性可能会受到所观察模型的不同特征的影响。一方面,根据模型-观察者相似性假说,观察同伴可能特别有利于学习。另一方面,从真实学习的角度来看,专家的存在被认为是真实学习环境的核心设计要素,可以促进学习动机和认知学习成果。在这些相互矛盾的假设背景下,本研究探讨了观察不同真实度的模型对学生的真实感、情境兴趣和知识获取的影响。我们对 105 名 10 年级学生进行了实验研究,让他们通过视频录像观察同伴或科学家模型进行数学动手实验。结果不出所料,学生认为科学家模型比同伴模型更真实。此外,我们既没有发现条件对学生情境兴趣和知识获取的直接影响,也没有发现由学生对所观察模型真实性的感知中介的间接影响。通过这项研究,我们为有关真实学习的条件和效果的文献做出了贡献。
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引用次数: 0
The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum 与学生、指导教师和学生教师同伴的社会关系的质量及其在实习中对学生教师情感发展的作用
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-09 DOI: 10.1007/s10212-024-00847-0
Gerda Hagenauer, Diana Raufelder, Mishela Ivanova, Andreas Bach, Doris Ittner

The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative perspective and considering multiple relationship qualities simultaneously. Research on this topic is highly topical as emotions have been found to be important drivers both for professional behaviour in the classroom and professionalisation processes in general. Against this backdrop, our study examined how the quality of social relationships between students in class, mentor teachers, and fellow student teachers influences the development of emotional experiences of student teachers in a school practicum. We conducted an online survey with 203 Austrian student teachers studying secondary education, inquiring about their emotional experiences and social relationships before and after their practicum. The results revealed that the quality of relationships with students in class was the most influential factor determining changes in student teachers’ emotional states during their practicum. These findings emphasise the importance of cultivating positive relationships with students in the classroom, especially during the school practicum in teacher education.

正如自我决定理论和归属感假设所承认的那样,个人的情感幸福在很大程度上取决于其社会关系的质量。虽然高质量的人际关系对教师的重要性在实证研究中得到了越来越多的关注,但人们对社会关系对实习教师学生情绪的影响却知之甚少,特别是从定量的角度和同时考虑多种关系质量的角度。由于情感被认为是课堂专业行为和整个专业化过程的重要驱动力,因此对这一主题的研究极具现实意义。在此背景下,我们的研究探讨了班级学生、指导教师和学生教师之间的社会关系质量如何影响学生教师在学校实习中的情感体验发展。我们对 203 名学习中等教育的奥地利学生教师进行了在线调查,询问他们在实习前后的情感体验和社会关系。结果显示,与班级学生关系的质量是决定实习期间学生教师情绪状态变化的最有影响力的因素。这些发现强调了在课堂上培养与学生的积极关系的重要性,尤其是在师范教育的学校实习期间。
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引用次数: 0
Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school 教师自主支持扭转了中学内在阅读动力下降的趋势
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-09 DOI: 10.1007/s10212-024-00842-5
Laura Engler, Andrea Westphal

Students’ intrinsic motivation to read, which is relevant to all forms of learning, tends to decline throughout secondary school. Based on self-determination theory (SDT), this study examines whether this downward trend is slowed when students perceive greater autonomy support in the classroom. We used large-scale panel data from the NEPS comprising N = 8193 students in Germany who reported their intrinsic motivation to read and their perceived autonomy support from German teachers at annual intervals from fifth to eighth grade. Scalar longitudinal measurement invariance was found for intrinsic reading motivation (IRM) and teacher autonomy support (TAS). A dual change score model showed a decline in IRM and a negative, non-significant decrease in TAS over time. Confirming our hypothesis, the decline in IRM was slowed by earlier levels of TAS. We discuss methods to counteract the decline in intrinsic reading motivation.

学生阅读的内在动机与所有形式的学习都息息相关,但在整个中学阶段,学生阅读的内在动机呈下降趋势。基于自我决定理论(SDT),本研究探讨了当学生在课堂上感受到更多的自主支持时,这种下降趋势是否会减缓。我们使用了来自德国国家教育调查(NEPS)的大规模面板数据,这些数据包括 N = 8193 名德国学生,他们在五年级至八年级期间每年报告一次自己的内在阅读动机以及他们从德国教师那里感知到的自主支持。发现内在阅读动机(IRM)和教师自主支持(TAS)的尺度纵向测量不变量。双重变化分值模型显示,随着时间的推移,IRM 出现下降,而 TAS 则出现负向、不显著的下降。与我们的假设相吻合的是,IRM 的下降因较早的 TAS 水平而减缓。我们讨论了抵消内在阅读动机下降的方法。
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引用次数: 0
What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features 是什么造就了职前教师模拟学习环境的真实性?个人学习特点和情境相关特征的作用
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-09 DOI: 10.1007/s10212-024-00837-2
Kathleen Stürmer, Tim Fütterer, Stephanie Kron, Daniel Sommerhoff, Stefan Ufer

To support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that different factors may guide their perception of task authenticity independently of the task that has to be mastered. Such factors could be, for example, overt design features of the learning environments on a physical level or the familiarity with the learning context and learning prerequisites, which act as important links for knowledge acquisition. In this study, preservice teachers’ perception of task authenticity is contrasted between two implementation types (video vs. role-play) of the same simulation aiming to foster diagnostic competence. The two types differ in approximating real-life practice concerning the professional task that has to be mastered. In an experimental, longitudinal study, N = 119 mathematics preservice teachers participated online in one type of the simulation four times during one semester (n = 66 video, n = 53 role-play). Perceived task authenticity was higher for the video simulation type and increased with repeated participation in the simulation independently of the implementation type. Further, preservice teachers’ task utility value positively influenced their perception of task authenticity. The results illustrate the role of learning prerequisites as well as familiarity with the task for novices’ perception. Also, they could be an initial indication that, depending on the level of learners’ professional development, the way of approximating real-life practice in simulations might influence the perception of task authenticity.

为了支持教师教育中的专业能力培养,学习环境应允许学习者参与专业任务。要在这种学习环境中将知识和技能迁移到现实生活中,职前教师必须认为任务是真实的。然而,由于缺乏先前的知识,新手可能难以识别相关的实践要素。因此,我们假定,不同的因素可能会引导他们对任务真实性的认识,而与必须掌握的任务无关。例如,这些因素可能是学习环境在物理层面上的明显设计特征,也可能是对学习环境和学习前提条件的熟悉程度,这些都是获取知识的重要环节。在本研究中,以培养诊断能力为目的的同一模拟项目的两种实施类型(视频与角色扮演)对比了职前教师对任务真实性的感知。就必须掌握的专业任务而言,这两种类型在接近真实生活实践方面存在差异。在一项实验性纵向研究中,共有 119 名数学职前教师在一个学期内四次在线参与了其中一种类型的模拟教学(n = 66 个视频,n = 53 个角色扮演)。视频模拟类型的任务真实性感知较高,并且随着多次参与模拟而增加,与实施类型无关。此外,职前教师的任务实用价值对其任务真实性感知有积极影响。这些结果说明了学习先决条件以及对任务的熟悉程度对新手感知的作用。此外,这些结果还初步表明,根据学习者的专业发展水平,模拟教学中接近真实生活实践的方式可能会影响他们对任务真实性的感知。
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引用次数: 0
Assessing self-regulated processes: what do primary school students do, say and think in the process of understanding a text? 评估自我调节过程:小学生在理解课文的过程中会做什么、说什么和想什么?
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-08 DOI: 10.1007/s10212-024-00830-9
Valentina Ronqui Leites, Daniel Trías Seferian, Juan Antonio Huertas Martínez

Self-regulation has a positive impact on learning and academic achievement, but due to its nature, it is difficult to assess it in a valid and reliable manner. This study aims to explore the validity of three self-regulation assessment methods in text comprehension tasks (questionnaire, think-aloud and traces) as well as to identify the variables associated with reading performance. For this purpose, individual sessions were conducted with 96 sixth-grade primary education students, who were asked to read a text and complete two reading comprehension tasks working in a virtual environment. Task traces were recorded, think-aloud was recorded and coded, and participants answered a self-report questionnaire about the strategies used. A limited relationship was found between self-regulation measured by means of the questionnaire, think-aloud and traces, and the relationship between think-aloud and traces was moderate. Regarding the factors related to text comprehension task performance, think-aloud and task time measurements were found to be better predictors of performance than the questionnaire.

自我调节对学习和学业成绩有积极影响,但由于其性质,很难对其进行有效和可靠的评估。本研究旨在探讨文本理解任务中三种自我调节评估方法(问卷、思考-朗读和痕迹)的有效性,并确定与阅读成绩相关的变量。为此,研究人员对 96 名小学六年级学生进行了个别辅导,要求他们阅读一篇文章,并在虚拟环境中完成两项阅读理解任务。对任务痕迹进行了记录,对思考朗读进行了记录和编码,参与者还回答了关于所用策略的自我报告问卷。结果发现,通过问卷、思考-朗读和痕迹来衡量的自我调节之间的关系有限,而思考-朗读和痕迹之间的关系适中。在与文本理解任务成绩相关的因素方面,通过思考--朗读和任务时间测量得出的成绩预测结果优于问卷调查得出的成绩预测结果。
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引用次数: 0
Parents’ perceptions of their child’s school adjustment during the COVID-19 pandemic: a person-oriented approach 家长对其子女在 COVID-19 大流行期间学校适应情况的看法:以人为本的方法
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-04-26 DOI: 10.1007/s10212-024-00831-8
Sanni Pöysä, Noona Kiuru, Joona Muotka, Matilda Sorkkila, Minna Palmu, Katarina Perander, Marja-Kristiina Lerkkanen, Eija Pakarinen

The present study examined the profiles of parental perceptions of their child’s school adjustment in terms of learning loss and school well-being during the COVID-19 pandemic in Finland. Furthermore, the extent to which the profiles differed with respect to the different children and their family characteristics, as well as their parents’ stress about their child’s schooling, were examined. Parents (N = 26,313) completed a questionnaire in spring 2021 concerning parental stress and their children’s schooling. The five-profile solution was identified using latent profile analysis: (1) slightly-higher-than-average-school-adjustment (n = 8198, 31.2%); (2) high-school-adjustment (n = 3017, 11.5%); (3) slightly-lower-than-average-school-adjustment (n = 5025, 19.1%); (4) low-school-adjustment (n = 6777, 25.7%); and (5) mixed-school-adjustment (n = 3296, 12.5%). The low-school-adjustment profile was overrepresented among parents of boys, older children, and children with special education needs as well as among parents with lower education levels, higher numbers of children, and in single-parent households. In addition, the results showed that parental stress about their child’s schooling was associated with their perceptions of their child’s school adjustment during the COVID-19 pandemic. Overall, the results demonstrate that parents’ views of their children’s school adjustment varied widely during the COVID-19 pandemic. At schools, particular attention should be given to at-risk families (e.g., families with low education levels and children with special education needs) in which children may be prone to learning loss and low well-being due to the COVID-19 pandemic.

本研究从学习损失和学校幸福感的角度,考察了在芬兰COVID-19大流行期间,家长对其子女学校适应情况的看法。此外,本研究还考察了不同儿童及其家庭特征的不同程度,以及父母对子女就学压力的不同程度。家长(26,313 人)于 2021 年春季填写了一份有关家长压力及其子女就学情况的调查问卷。通过潜在特征分析,确定了五种类型的解决方案:(1)略高于平均水平的学校适应能力(n = 8198,31.2%);(2)高中适应能力(n = 3017,11.5%);(3)略低于平均水平的学校适应能力(n = 5025,19.1%);(4)低学校适应能力(n = 6777,25.7%);以及(5)混合学校适应能力(n = 3296,12.5%)。在男童、大龄儿童和有特殊教育需求的儿童的家长中,以及在教育水平较低、子女人数较多和单亲家庭的家长中,低学校适应能力的家长比例较高。此外,研究结果表明,在 COVID-19 大流行期间,家长对子女学业的压力与他们对子女在学校适应情况的看法有关。总之,研究结果表明,在 COVID-19 大流行期间,家长对其子女在学校适应情况的看法大相径庭。在学校,应特别关注高危家庭(如教育水平低的家庭和有特殊教育需求的儿童),这些家庭的儿童可能容易因 COVID-19 大流行而丧失学习能力和幸福感。
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引用次数: 0
Equal opportunities for non-traditional students? Dropout at a private German distance university of applied sciences 非传统学生的平等机会?德国一所私立远程应用科学大学的辍学情况
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-04-26 DOI: 10.1007/s10212-024-00829-2
Clemens Klinke, Katharina Kulle, Bettina Schreyögg, Katharina Fischer, Marcus Eckert

Student dropout represents a significant challenge in distance higher education. To better understand this issue, a comprehensive analysis of institutional data, spanning several years from a private German distance learning university of applied sciences, was conducted. The primary objectives were twofold: (1) to pinpoint institutional factors serving as predictors for student dropout and (2) to analyze the underlying psychological mechanisms. The findings indicate that part-time enrollment, age, interruptions, and overdue payments predicted dropout. Conversely, a good match between a student’s occupation and the study program, as well as employer reimbursement of study fees, predicted degree completion. Further results suggest that students who recommend the program to others are more likely to succeed. However, those referred by friends are at a higher risk of dropping out. Additionally, poor grades and late submission of the first assignment were identified as predictors of dropout. A noteworthy finding was the interaction between these factors and the student’s qualification for studying. Vocationally qualified students tend to submit their first assignment earlier but perform worse academically compared to academically qualified students. Generally, the influence of socio-demographic factors such as the educational background, gender, or nationality was low. This suggests that some of the disadvantages that non-traditional students might face at traditional universities in Germany might cease to exist at private distance universities of applied sciences. The implications of these findings are discussed.

学生辍学是远程高等教育面临的一个重大挑战。为了更好地理解这一问题,我们对德国一所私立远程应用科学大学几年来的机构数据进行了全面分析。主要目标有两个:(1) 找出预测学生辍学的机构因素;(2) 分析潜在的心理机制。研究结果表明,非全日制入学、年龄、中断学业和逾期未缴学费都会导致学生辍学。相反,学生的职业与学习计划之间的良好匹配,以及雇主对学习费用的报销,则预示着学位的完成。进一步的结果表明,向他人推荐该课程的学生更有可能成功。然而,朋友推荐的学生辍学的风险更高。此外,成绩差和迟交第一次作业也是辍学的预测因素。值得注意的是,这些因素与学生的学习资格之间存在相互作用。具有职业资格的学生往往更早提交第一次作业,但与具有学术资格的学生相比,他们的学习成绩更差。总体而言,教育背景、性别或国籍等社会人口因素的影响较小。这表明,非传统学生在德国传统大学可能面临的一些不利因素,在私立远程应用科学大学可能不复存在。本文讨论了这些发现的意义。
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引用次数: 0
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