Ke Hu, Jianchao Ni, Xiaojing Li, Xiting Zhou
School of Education, Fujian Normal University, Fuzhou, China.
Institute of Education, Tsinghua University, Beijing, China.
Front Psychol. 2022 Aug 12;13:890493. doi: 10.3389/fpsyg.2022.890493. eCollection 2022.
High Impact Educational Practices (HIPs) are effectively educational practices that have an important impact on student learning and development. The purpose of this study is to investigate the impact of different types of high-impact educational activities on students' learning outcomes. The data comes from the 2019 "tracking research survey on learning and development of Chinese college students," in which undergraduates from 39 Chinese colleges and universities participated. This study first clarified the concept and classification of high-impact educational activities, and then used multiple linear regression analysis to analyze the impact of three types of high-impact educational activities, including extended learning activities, research-related activities, and social practice activities, on students' learning gains. It's found that most Chinese college students do not perform well on HIPs, while the "Double First-Class" university students engage more than other colleges. Participating in HIPs has a significant impact on students' knowledge, ability and values, especially on the latter two. This study provides valuable enlightenment for universities on how to promote students' participation in high impact educational activities and improve the quality of higher education.
高影响力教育实践（HIPs）是对学生学习和发展有重要影响的有效教育实践。本研究的目的是调查不同类型的高影响力教育活动对学生学习成果的影响。数据来自2019年“中国大学生学习与发展跟踪研究调查”，39所中国高校的本科生参与了该调查。本研究首先明确了高影响力教育活动的概念和分类，然后使用多元线性回归分析三种类型的高影响力教育活动，包括拓展学习活动、研究相关活动和社会实践活动，对学生学习收获的影响。研究发现，大多数中国大学生在高影响力教育实践方面表现不佳，而“双一流”大学的学生参与度高于其他院校。参与高影响力教育实践对学生的知识、能力和价值观有显著影响，尤其是对后两者。本研究为高校如何促进学生参与高影响力教育活动以及提高高等教育质量提供了有价值的启示。
