Center for Sociology of Higher Education, HSE University, Moscow, Russia.
PLoS One. 2024 Nov 15;19(11):e0313357. doi: 10.1371/journal.pone.0313357. eCollection 2024.
This study proposes the multidimensional concept of 'student behavior at university' and methodology for its quantitative investigation. Unlike previous concepts related to aspects of the student experience, the idea of student behavior considers the combinations and interrelations of individual and environmental characteristics affecting student experience and outcomes. It provides a new lens for viewing student experience at university, highlighting the multifacetedness of this phenomenon and the diversity of possible patterns of student behavior. Based on the conceptual model, a ten-dimensional scale measuring student behavior was developed and validated through mixed-method research with an exploratory sequential design. The following dimensions of student behavior were identified: 1) interaction with course content in class; 2) persistence; 3) self-learning; 4) irresponsible learning behavior; 5) active learning; 6) friendship; 7) study collaboration; 8) obedience; 9) creating a positive self-image; and 10) extracurricular involvement. To develop a survey instrument, we utilized semistructured in-depth interviews with Russian students (n = 119). In the quantitative phase of the study, based on the survey (n = 1,253) carried out at seven highly selective Russian universities, we tested the reliability and validity of the ten-dimensional scale. To test construct-related validity, we utilized the self-determination theory developed by Ryan and Deci and a short version of the Academic Motivation Scale developed by Gordeeva, Sychev, and Osin for the Russian educational context. Our findings are in line with assumptions of self-determination theory and the results of previous studies and can be considered evidence of construct validity. The directions for further development of the methodological approach and its practical implications are discussed.
本研究提出了“大学生行为”的多维概念和定量研究方法。与以往与学生体验方面相关的概念不同，学生行为的概念考虑了影响学生体验和结果的个体和环境特征的组合和相互关系。它为观察大学生体验提供了一个新视角，突出了这一现象的多面性和学生行为可能模式的多样性。基于概念模型，通过混合方法研究（探索性顺序设计）开发并验证了一个测量学生行为的十维量表。确定了以下十个学生行为维度：1）课堂上与课程内容的互动；2）坚持性；3）自我学习；4）不负责任的学习行为；5）主动学习；6）友谊；7）学习合作；8）服从；9）塑造积极的自我形象；10）课外参与。为了开发测量工具，我们对俄罗斯学生（n=119）进行了半结构化深入访谈。在研究的定量阶段，基于在七所俄罗斯顶尖大学进行的调查（n=1253），我们检验了十维量表的信度和效度。为了检验结构相关的有效性，我们使用了 Ryan 和 Deci 提出的自我决定理论和 Gordeeva、Sychev 和 Osin 为俄罗斯教育背景开发的简短学术动机量表。我们的发现与自我决定理论的假设和以往研究的结果一致，可以被视为结构有效性的证据。讨论了方法学方法的进一步发展方向及其实际意义。
