Motivating first-year university students by interdisciplinary study projects
Motivating first-year university students by interdisciplinary study projects
复制标题
通过跨学科学习项目激励一年级大学生
DOI：
--
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
M. Hampe
中科院分区：
文献类型：
--
作者：
F. Koch;Andrea Dirsch;Malte Awolin;Rebecca Pinkelman;M. Hampe
摘要 为了提高学生从大学生涯开始时的投入度，达姆施塔特工业大学引入了跨学科学习项目，涉及来自工程、自然、社会和历史、经济和/或人文科学系的一年级学生。教学概念包括复杂的任务设计、个人责任和差异化的支持系统。本研究使用自我决定理论框架，根据两个超过 1000 名学生的项目的调查结果检验了项目的效果。结果表明，这些项目成功地满足了学生的基本心理需求并促进了学生的学业参与。研究发现基本的心理需求是学术参与度的重要预测因素。这些发现表明，跨学科学习项目可能有助于改善高等教育，因为它们满足了学生对能力、关联性和自主性的基本心理需求，并提高了学生的学术参与度。
ABSTRACT In order to increase student commitment from the beginning of students’ university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated task design, individual responsibility and a differentiated support system. Using a self-determination theory framework, this study examined the effects of the projects based on survey findings from two projects with more than 1000 students. The results showed that the projects were successful in fulfilling students’ basic psychological needs and in promoting students’ academic engagement. Basic psychological needs were found to be significant predictors of academic engagement. These findings suggest that interdisciplinary study projects can potentially contribute to improving higher education as they fulfil students’ basic psychological needs for competence, relatedness and autonomy and enhance students’ academic engagement.