Động lực học thuật trong Giải tích

Asia R. Matthews1, Carolyn Hoessler2, Leo Jonker1, Denise Stockley2
1Department of Mathematics and Statistics, Queen’s University, Kingston, Canada
2Centre for Teaching and Learning, Queen’s University, Kingston, Canada

Tóm tắt

Nghiên cứu về vai trò của động lực trong việc học của sinh viên, đặc biệt là trong các môn học khoa học nhân văn và khoa học xã hội (ví dụ, Deci, Vallerand, Pelletier, & Ryan, 1991; Vallerand, Pelletier, Blais, Brière, Senécal, & Vallières, 1992), đã được thực hiện. Từ đó, việc mở rộng các hiểu biết hiện tại về sinh viên trong các ngành khoa học tự nhiên sẽ rất có lợi. Bài báo này mô tả một nghiên cứu định lượng về các sinh viên năm nhất ngành kỹ thuật đang theo học môn Giải tích. Chủ đề trung tâm mà chúng tôi đề cập là mối tương quan giữa động lực học thuật của những sinh viên này với hiệu suất học tập của họ. Các phát hiện cho thấy sinh viên trong nghiên cứu có động lực cao, chủ yếu là động lực bên ngoài hơn là bên trong, và rằng sự tự quyết định dự đoán hiệu suất học tập tốt hơn. Tuy nhiên, các phát hiện cũng gợi ý rằng động lực bên trong để khám phá kiến thức đóng vai trò thú vị; cụ thể, nó dường như là yếu tố dự đoán tốt hơn cho hiệu suất ở phần khái niệm của bài thi, ngay cả khi yếu tố này không cho thấy tác động đến điểm số tổng thể của bài thi.

Từ khóa

#động lực học thuật #hiệu suất học tập #sinh viên kỹ thuật #Giải tích #động lực bên ngoài #động lực bên trong

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