Stimulating Intrinsic Motivation in Millennial Students: A New Generation,a New Approach

There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.     

大学生学业情绪与学习投入的关系:学业自我效能感的中介作用

为探讨大学生学业情绪与学习投入之间的关系,以及学业自我效能感在其中的中介作用,采用学习投入量表(UWES-S)、大学生学业情绪量表和学业自我效能感量表对1030名在校大学生进行问卷调查。结果发现:(1)大学生学习投入普遍处于中等水平;(2)学习投入与积极活动定向学业情绪、积极结果定向学业情绪、消极结果定向学业情绪以及学业自我效能感均呈显著正相关,与消极活动定向学业情绪呈显著负相关。(3)学业自我效能感在积极活动定向学业情绪、积极结果定向学业情绪、消极活动定向学业情绪与学习投入之间起部分中介作用,在消极结果定向学业情绪与学习投入之间不存在中介作用。     

中学生成就目标定向与班级动机氛围、学习成绩的关系

本研究采取问卷法，选取湖北武汉市348名初一和高二学生为被试。考察了中学生成就目标定向与班级动机氛围、学业成绩之间的关系。结果表明：（1）掌握动机氛围与掌握目标和成绩接近目标相关联。成绩动机氛围与成绩接近和成绩回避目标相关联；（2）掌握目标和成绩接近目标有助于学业成绩。成绩回避目标不利于取得良好成绩；（3）班级动机氛围和个体目标定向上存在显著的年级和性别差异；（4）职业高中与普通高中在成绩动机氛围和成绩回避目标上存在显著差异。     

元情绪对高一学生学习适应性及成绩的影响

采用特质性元情绪问卷（TMMS）和学习适应性测验（AAT）对328名高一学生进行元情绪与学习适应性调查。结果表明：高一学生元情绪总分及情绪注意、辨别与恢复三维度得分居于中等以上水平,且均无性别差异和生源地差异。高一学生元情绪与学习适应性及学业成绩呈正相关,其中,情绪恢复维度与学习适应性及学业成绩的相关较大,情绪辨别维度次之,情绪注意维度仅与学业适应性相关且相关较小,学习适应是元情绪与学习成绩的中介变量。建议在学业辅导与心理教育中加强对元情绪的发展。     

初中生感恩、学习投入与学业成就的关系研究

使用青少年感恩量表、学习投入量表对邯郸市189名初中生进行了问卷调查,分析初中生感恩、学习投入和学业成就三者之间的关系.结果显示:感恩、学习投入与学业成就存在显著正相关,并且感恩与学习投入能够显著正向预测学业成就;学习投入在感恩与学业成就之间存在中介效应.     

高职生学习动机、自我概念与学习成绩的关系研究

利用相关量表对高职生的学习动机、学业自我概念和自我概念进行测量统计分析,探讨研究了高职生自我概念、学业自我概念和学习动机与学业成绩的关系,并对学习动机、自我概念对学业成绩的影响进行了探讨。     

成就目标理论与大学生的学习动机

动机是影响学生学习的动力系统。成就目标理论从认知的角度来研究动机的内部关系。掌握性成就目标是有助于激发学生关注学习过程、创新学习的主要动因，但研究发现，大学生有随年级高掌握性成就目标呈降低趋势，而且有专业差异。为此，本文提出一些对策。     

Dissection versus Prosection: A Comparative Assessment of the Course Experiences,Approaches to Learning,and Academic Performance of Non-medical Undergraduate Students in Human Anatomy

Many institutions rely upon prosection-based laboratories as more resource-efficient and time-effective alternatives to traditional cadaver dissection for human anatomy education. To facilitate growing enrollment numbers despite resource limitations, the University of Guelph (a non-medical institution) introduced a modified “stepwise” prosection-based laboratory cohort to supplement a dissection-based course. In this design, all students attended the same lectures, but those in the dissection-based cohort learned by performing regional dissections and students in the prosection-based cohort studied from those dissections. Prosection students thereby witnessed a “slow reveal” of structures throughout the course. This study compared the perceived course experiences, student approaches to learning, and academic performance between the two groups. Multiple linear regression analyses were used to isolate the effect of the laboratory environment on student approaches to learning and academic performance from demographic and situational covariates. Both groups reported positive course experience ratings and high average final grades that were not statistically dissimilar (P > 0.05), increased reliance on deep approaches to learning (P = 0.002), and decreased reliance on surface approaches to learning (P = 0.023). When controlling for covariates, participation in dissection had small but statistically significant positive associations with deep approaches to learning (P = 0.043), performance on laboratory oral assessments (P < 0.001), and average final grades (P = 0.039). Ultimately, both designs promoted meaningful learning and desirable performance outcomes, indicating that both dissection and stepwise prosection have the potential to facilitate high quality human anatomy instruction.     

绩点为王的思维代价：学习投入与本科生的学业表现和高阶思维能力

基于2016年和2019年两次全国性调查与测评数据,采用似不相关回归模型,本研究考察了以课业学习为主的学习投入对大学生学业表现和高阶思维能力的双重效用。研究发现,学习投入是一把“双刃剑”。一方面,学习投入越高学生的GPA也越高,两者表现为单一走势的线性关系,验证了学习投入“越多越好”。另一方面,学习投入超过一定限度后对批判性思维能力的效用会发生方向性改变,两者表现为倒U型的曲线关系,表明学习投入存在“适度区间”。这说明学习投入理论中的“越多越好”假设、“适度区间”假设均仅在评估特定学习成果时成立。进一步分析发现,学习投入带来的GPA高涨是以侵蚀批判性思维能力发展为代价的。这些结果对学界深化学习投入研究、高校优化人才培养目标具有指导意义。     

成就动机、家庭影响力及学业成就的关系研究

以570名中小学生为研究对象,以成就动机问卷和家庭影响力调查表为工具探讨了家庭影响力、成就动机及学业成就的关系。主要获得以下结果:1.家庭影响力与成就动机关系密切;2.不同水平的学校在家庭影响力和学生的成就动机上有差异;3.成就动机对学业成就有一定预测作用,但是,在不同年级会有不同表现。     

调动中小学生学习积极性的"发动机"——学习动机

中小学生的知识学习过程受多种因素的影响。其中非智力因素对学生的学习会产生十分重要的作用,动机在各种非智力因素中又处于核心地位,而学习动机又是调动中小学生积极性的原动力。是什么原因造成中小学生学习动机不足,如何针对这些不足来改善教学,真正调动他们的学习积极性,这正是本文写作的目的。     

父母教育卷入对小学生学习成绩的影响:成长型思维的中介作用

本研究主要聚焦于小学生父母教育卷入的现状,探讨父母教育卷入与成长型思维对小学生学业成绩的影响,帮助父母更好地认识到思维培养的重要性以及家校的高效合作。文章以“父母教育卷入问卷”、“成长型思维量表”、学业成绩为研究工具,以四川成都地区的709名小学生为研究对象,得出以下结论:(1)从整体水平上看,除父亲智力卷入低于中等水平外,小学生高年级学生的父亲教育卷入总分、父亲行为管理、情感卷入、母亲教育卷入总分及其各维度、成长型思维总分及其各维度均处于中等偏上水平,母亲的教育卷入水平高于父亲。(2)父母教育卷入与成长型思维不存在显著差异,女生的学习成绩显著高于男生;高年级小学生父母教育卷入、成长型思维总分及其学业成绩显著高于低年级小学生;独生子女的母亲教育卷入总分及其各维度与学业成绩显著高于非独生子女:,(3)小学高年级学生父母教育卷入对学习成绩有预测作用,成长型思维在两者之间起部分中介作用。     

Implementing Change in Neuroanatomy Education: Organization,Evolution, and Assessment of a Near-Peer Teaching Program in an Undergraduate Medical School in Greece

In light of the current shifts in medical education from traditional lectures to more active teaching modalities, a peer-teaching program was introduced to a compulsory, second-year neuroanatomy course. A cross-sectional survey of 527 medical students in the six-year medical program of the National and Kapodistrian University of Athens was administered. The primary aim of the survey, which was distributed to second- through sixth-year medical students, who had completed the neuroanatomy course, was to assess student perception of peer teachers (PTs). Across the five years assessed, students increasingly acknowledged the contribution of PTs to their learning (P < 0.001). Attributes of PTs (e.g., contribution to learning, motivation, effective usage of material, and team environment) were significantly related to the student's opinion of the importance of laboratory activities (P < 0.001). Students who received “average” final grades scored the importance of laboratory exercises, and by inference PTs, significantly lower than students who received “excellent” final grades (P < 0.05). The amount of training that PTs had received was also significantly related to student perceptions of a PT's contribution. Better trained PTs were associated with significantly higher scores regarding learning, motivation, and positive environment compared to less trained PTs (P < 0.05). The results of the present study show that peer-teaching was well received by students attending the neuroanatomy course. While the results express the evolution of the program across the years, the findings also show that learners believed that PTs and the laboratory program contributed significantly to their understanding of neuroanatomy.     

高等教育学生家庭背景的客观性变量与学业成绩的关系研究

从科尔曼开始,众多学者对学生家庭背景影响学业成绩进行了研究,但大部分研究都是针对基础教育阶段学生。此次研究则以高等教育阶段的学生为对象,调查这个相对基础教育阶段学生来说受到更多社会因素影响的群体的学业成绩是否还会受其家庭背景的影响。结果显示:诸如家庭经济条件、家庭结构、家庭变故、父母文化程度等家庭背景的客观变量,对高等教育阶段学生的学业成绩有较显著影响;是否独生子女与父母的职业性质对学业成绩则没有影响。在分析家庭背景变量对学业成绩形成影响原因的基础上,从家长、学生、学校3个方面对高校学生学业成绩的提高提出建议。     

Rural Students in a Chinese Top-Tier University: Family Background,School Effects,and Academic Performance

Abstract

New preferential policies in China promise to increase the number of rural students entering top-tier universities, where there is a wider path to a higher social status. While a substantial body of literature has investigated rural students’ trajectories to university, there is a dearth of systematic empirical studies on the academic success of rural students in colleges and universities. This study seek to address this gap by examining the academic achievement of representative samples of students entering an elite university in China, including their place of origin, family background, school experience, and the characteristics that align with their academic performance. The data suggest no significant difference in academic performance obtained by urban and rural students with respect to average grade point average (over four years). It also suggests that fathers’ occupations may not be associated with the academic achievements of students from different families. However, the data suggest a relatively clear school effect on the academic performance of students at University S.¹For ethical considerations, we use pseudonyms in the article. The study enriches the discussions of the inequality issue in China’s higher education sector. It also enriches the literature in sociology of education by looking at the relative strength of the relationship between the possible causes and outcomes of schooling.     

新建本科院校学生事务和学术事务的联动

学生事务与学术事务是高校运行过程中必须构建的要素之一,也是各种机制评估,衡量高校综合实力的主要指标。新建本科高校虽然大多数依托特色区域、立足地方,注重地方应用型人才的培养,但却都致力于学校建设、以本科评估为平台构建地方名校。因此能否抓住契机在完善学生管理事务的同时注重学生事务与学术事务之间的联动,提升教学质量,将直接决定着新建本科院校的长远发展。     

Academic Integration of Chinese Students in Finland and Germany: A Comparative Perspective

It has been recognized that international students studying in non-Anglophone countries face more challenges in integrating into local higher education institutions for a number of reasons, such as the local language barrier and cultural differences. This study aims to understand the challenges and coping strategies of academic integration in non-Anglophone countries from the students’ perceptive, taking Chinese students as an example and using a qualitative approach based on semi-structured interviews with 58 Chinese students in Germany and Finland. It shows that, despite learning environment differences between Finland and Germany, Chinese students face similar challenges, including individual ones, such as the mismatch between their academic background and learning requirements, or contextual ones, such as a lack of consideration for international students in the pedagogical approach and curriculum design adopted by the host higher education institutions. The results challenge the existing stereotype of Chinese students and present evidence of students’ resourcefulness in generating novel approaches to develop their learning capabilities. It also shows that traditional learning techniques may be used as pathways to achieving deep learning and understanding.     

一带一路背景下南亚东南亚来华留学生学习动机对学业成绩的影响研究

对留学生的个人特征、学习动机与学业成绩进行比较分析,学习动机主要从学习成就、职业价值、社会取向成就、技能成就四方面进行调查研究。采用随机抽样的方法选取100名学生,利用SPSS 19.0对样本数据进行分析,结果表明:年级、年龄及性别对留学生的学习动机水平和学业成绩均无显著性影响;不同学科对学生学业成绩有一定影响;学业成绩与学习动机呈显著正相关,与职业价值动机相关程度最高;社会取向动机对学习动机水平相关程度最高;学习动机水平与学业成绩呈极显著正相关关系。同时,针对留学生的学习动机与学业成绩现状,提出针对性的建议。     

中学生未来自我类型与成绩、成就动机的关系

考察了当前中学生的未来自我类型及与学生成绩、成就动机和自尊水平的关系。采用开放式问卷、成就动机量表和自尊量表，研究对象为89名高中一年级学生。结果表明：那些有着清晰未来自我的学生比其他学生表现出了更高的成就动机和自尊水平，而未来自我类型与学生成绩并没有显著关系。     

博士生的学术经历、学术志趣与科研能力增长的关系

博士生的学术经历和学术志趣对科研能力增长的重要作用已得到实证研究的支持,不过很少有研究能够综合考察不同方面的学术经历以及学术志趣对科研能力增长的预测作用。基于1286份博士生调查数据进行相关探索,结果发现：（1）博士生的学术志趣对科研能力增长的正向预测作用最大,超过了前沿涉猎、导师指导、课程学习等学术经历的预测作用;（2）导师指导是对博士生学术志趣正向预测作用最大的变量;（3）与人文社科博士生相比,理工科博士生的学术志趣与科研能力增长具有更强的关联;（4）学术志趣在前沿涉猎、导师指导、课程学习等学术经历与科研能力增长之间存在中介效应。上述结果支持了学术志趣在博士生学术训练中的重要性,而导师在博士生学术志趣的激发方面扮演着关键角色。