Shernof David J, Ruzek Erik A, Sannella Alexander J, Schorr Roberta Y, Sanchez-Wall Lina, Bressler Denise M
Center for Mathematics, Science, and Computer Education, Department of School Psychology, Graduate School of Applied and Professional Psychology, Rutgers University, The State University of New JerseyPiscataway, NJ, United States.
Center for Advanced Study of Teaching and Learning, University of VirginiaCharlottesville, VA, United States.
Front Psychol. 2017 Jun 15;8:994. doi: 10.3389/fpsyg.2017.00994. eCollection 2017.
The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students ( = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained.
本研究的目的是评估一个模型，该模型用于考量美国东海岸一所大型大学本科财务会计入门课程中学生体验的一般和特定要素。具体而言，该研究评估了一种双因素分析策略，包括一个学生课堂体验的一般因素，该因素被概念化为源于心流理论的学生参与度，以及代表体验特定维度的因素。该研究进一步评估了这些一般和特定因素与学生课堂行为及教育成果之间的关联。本科财务会计课程两个班级的学生样本（n = 407）参与了体验抽样法（ESM），该方法测量了学生在整个一学期课程中的课堂行为、感知、参与度和感知学习情况。还收集了课程成绩信息。结果表明，一个两级双因素模型比两个传统（即非双因素）模型更适合数据，并且还避免了传统模型的显著多重共线性。除了学生参与度（一般因素），双因素模型在学生内部层面的课堂体验特定维度包括内在动机、学业强度、显著性和课堂自尊。在学生之间层面，具体方面包括工作导向、学习导向、课堂自尊和脱离。多层结构方程建模（MSEM）表明，坐在教室前排（与坐在后排相比）、做笔记、积极倾听以及在课堂上解决问题对学生参与度和注意力的学生内部差异有积极影响。参与度反过来又预测了感知学习。关于学生之间的影响，坐在前排的倾向对学生参与度有显著影响，这反过来又对感知学习和课程成绩有显著影响。发现座位安排和主动学习策略通过学生参与度对学习和课程成绩存在显著的间接关系。用心流理论对学生课堂体验的一般方面进行了解释，并表明需要进一步研究。研究结果还表明，即使在行动可能性相对受限的教育环境中，主动学习策略也与积极的学习成果相关。
