Ditta Annie S, Strickland-Hughes Carla M, Cheung Cecilia, Wu Rachel
Department of Psychology, University of California, Riverside, United States.
Department of Psychology, University of the Pacific, United States.
Learn Motiv. 2020 Nov;72:101668. doi: 10.1016/j.lmot.2020.101668. Epub 2020 Sep 11.
Low motivation to learn in undergraduate general education courses hinders learning. Research has identified strategies that increase motivation to learn before students are asked to learn content (e.g., outlining the utility of the course material for future careers). Extending this work, we propose that learning any material in a course may beget motivation to learn more, in line with the notion that the process of learning itself may spark curiosity and interest. Across three populations (college-aged individuals on mTurk, large public university students, and small private university students), we found that watching a TED Talk video (i.e., exposure to new information, learning) pertaining to any topic led to an increase in motivation to continue learning about that topic and other topics more generally. These results reveal a need to broaden models of motivation to consider the importance of exposure to content to increase motivation to learn.
本科通识教育课程中学习动力不足会阻碍学习。研究已经确定了一些策略，这些策略能在要求学生学习课程内容之前增强他们的学习动力（例如，概述课程材料对未来职业的实用性）。在此基础上进一步拓展，我们提出，在课程中学习任何材料都可能引发进一步学习的动力，这与学习过程本身可能激发好奇心和兴趣的观点一致。在三组人群（亚马逊土耳其机器人平台上的大学生、大型公立大学的学生以及小型私立大学的学生）中，我们发现观看与任何主题相关的TED演讲视频（即接触新信息、学习）会导致继续学习该主题以及更广泛地学习其他主题的动力增加。这些结果表明，有必要拓宽动机模型，以考虑接触内容对增强学习动力的重要性。
