Gonda Dalibor, Tirpáková Anna, Pavlovičová Gabriela, Ďuriš Viliam
Department of Mathematical Methods and Operations Research, Faculty of Management Science and Informatics, University of Žilina, Univerzitná 1, 01026, Žilina, Slovakia.
Department of Mathematics, Faculty of Natural Sciences and Informatics, Constantine the Philosopher University in Nitra, Tr. A. Hlinku 1, 94901, Nitra, Slovakia.
Heliyon. 2024 Sep 7;10(18):e37618. doi: 10.1016/j.heliyon.2024.e37618. eCollection 2024 Sep 30.
Active cooperation is expected from the student in the education center, which is associated with fears of expressing their opinions, because a possible mistake may result in a negative reaction from the environment. In our research, we investigated the impact of team psychological safety feelings on students' willingness to engage in active learning. 244 students aged 18 and 19 participated in the research. A mixed methods approach was used to obtain the necessary data. By data analysis, we revealed three separate dimensions in respondents' answers to questionnaire items. According to our findings, students' involvement in active learning is strongly supported by their internal motivation to acquire new knowledge and trust in the class collective. A sense of psychological team safety has an important place in encouraging the student to engage in common activities. At the same time, we found that the teacher has a decisive influence on building the student's trust in the class team.
预计学生在教育中心会积极配合，但这与他们表达意见的恐惧有关，因为一个可能的错误可能会导致周围环境的负面反应。在我们的研究中，我们调查了团队心理安全感对学生积极参与学习意愿的影响。244名18岁和19岁的学生参与了这项研究。我们采用了混合方法来获取必要的数据。通过数据分析，我们在受访者对问卷项目的回答中揭示了三个不同的维度。根据我们的研究结果，学生获取新知识的内在动力和对班级集体的信任有力地支持了他们积极参与学习。团队心理安全感在鼓励学生参与共同活动方面具有重要地位。同时，我们发现教师对建立学生对班级团队的信任具有决定性影响。
