探究药学专业学生的成就目标导向与偏好的教师品质之间的关系。
Investigating the relationship between pharmacy students' achievement goal orientations and preferred teacher qualities.
作者信息
Alrakaf Saleh, Sainsbury Erica, Rose Grenville, Smith Lorraine
机构信息
Faculty of Pharmacy, The University of Sydney, Sydney, New South Wales, Australia.
Innovation and Evaluation, Aftercare, Sydney, New South Wales, Australia.
出版信息
Am J Pharm Educ. 2014 Sep 15;78(7):135. doi: 10.5688/ajpe787135.
OBJECTIVE
To investigate the relationships between pharmacy students' preferred teacher qualities and their academic achievement goal orientations.
METHODS
Participants completed an achievement goal questionnaire and a build-a-teacher task. For the latter, students were given a $20 hypothetical budget to purchase amounts of 9 widely valued teachers' qualities.
RESULTS
Three hundred sixty-six students participated. Students spent most of their budget on the traits of enthusiasm, expertise, and clear presentation style, and the least amount of money on interactive teaching, reasonable workload, warm personality, and intellectually challenging. In relation to achievement goals, negative associations were found between avoidance goals and preferences for teachers who encourage rigorous thinking and self-direction.
CONCLUSION
These novel findings provide a richer profile of the ways students respond to their learning environment. Understanding the relationships between teachers' characteristics and pharmacy students' achievement goal orientations will contribute to improving the quality of pharmacy learning and teaching environments.
目的
探讨药学专业学生对教师特质的偏好与其学业成就目标取向之间的关系。
方法
参与者完成一份成就目标问卷和一项构建教师任务。对于后者，学生们有20美元的虚拟预算，用于购买9种广受重视的教师特质。
结果
366名学生参与了研究。学生们将大部分预算花在热情、专业知识和清晰的授课风格等特质上，而在互动教学、合理的工作量、温暖的个性和智力挑战方面花费最少。在成就目标方面，回避目标与对鼓励严谨思考和自我指导的教师的偏好之间存在负相关。
结论
这些新发现更全面地展现了学生对学习环境的反应方式。了解教师特征与药学专业学生成就目标取向之间的关系将有助于提高药学学习和教学环境的质量。
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