Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia.
Institute for Social Science Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia.
Int J Environ Res Public Health. 2022 Oct 15;19(20):13323. doi: 10.3390/ijerph192013323.
(1) Background: The influence of academic boredom and intrinsic motivation on students' learning and achievements is receiving more attention from scholars. Nevertheless, studies on how intervention decreases academic boredom and promotes intrinsic motivation during study remain unexplored. (2) Purpose: The purpose of this study is to investigate whether positive education intervention based on the PERMA model would help Chinese college students with learning-related academic boredom, class-related academic boredom, and intrinsic motivation. (3) Methods: This study is quasi-experimental research with a control group including pre-test and post-test. The study was conducted with 173 students, including 86 (n1 = 86) experimental and 87 (n2 = 87) control group students. (4) Results: Results revealed that students in the intervention condition reported significant reductions in learning-related academic boredom and class-related academic boredom, and significant increases in intrinsic motivation in comparison to their counterparts in the control group. (5) Conclusions: These findings indicate that positive education intervention for college students is a promising approach to reducing academic boredom and increasing intrinsic motivation among Chinese college students.
(1) 背景：学术无聊和内在动机对学生学习和成就的影响越来越受到学者的关注。然而，关于如何通过干预减少学习中的学术无聊和促进内在动机的研究仍然没有得到探索。(2) 目的：本研究旨在探讨基于 PERMA 模型的积极教育干预是否有助于减少中国大学生的学习相关学术无聊、课堂相关学术无聊和内在动机。(3) 方法：这是一项准实验研究，包括对照组的前测和后测。研究对象为 173 名学生，其中实验组 86 名（n1=86），对照组 87 名（n2=87）。(4) 结果：结果表明，与对照组相比，实验组学生在学习相关学术无聊和课堂相关学术无聊方面的报告显著减少，内在动机显著增加。(5) 结论：这些发现表明，针对大学生的积极教育干预是减少中国大学生学术无聊和提高内在动机的一种有前途的方法。
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