Promoting Student Cognitive Development
Promoting Student Cognitive Development
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促进学生认知发展
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Victoria A. Foster
中科院分区：
文献类型：
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作者：
J. M. Brendel;Jered B. Kolbert;Victoria A. Foster
本研究以辅导员预备课程为研究重点，旨在提升学生的道德推理与认知复杂性，并传授辅导员教育的基本技巧与理论。辅导员培训课程植根于教学框架，其中包括促进认知发展的条件以及技能和理论培训部分。本研究的目的是评估辅导员培训计划在认知发展的两个领域的发展效果：概念水平和道德推理水平。参与者在3个不同的时间进行评估：在进入咨询计划之前，参加计划的一年，以及标志着他们在计划中的第二年结束的月份。段落补全法(PCM)和定义问题测验(DIT)被用来估计认知发展水平。对结果的分析显示，在第二次和第三次评估之间，小组在PCM上有显着的增长，DIT有积极但不显著的趋势。
This study focused on a theoretically grounded counselor preparation curriculum that was designed to enhance the moral reasoning and cognitive complexity of students as well as teach them the basic skills and theories of counselor education. The curriculum for the counselor training was rooted in a teaching–learning framework that included conditions for facilitating cognitive–developmental growth and skill and theoretical training components. The purpose of the study was to evaluate the developmental effects of the counselor training program as measured in 2 domains of cognitive development: conceptual level and level of moral reasoning. The participants were assessed at 3 different times: prior to entering the counseling program, 1-year into the program, and the month marking the completion of their 2nd year in the program. The Paragraph Completion Method (PCM) and the Defining Issues Test (DIT) were used as estimates of cognitive–developmental level. Analysis of the results revealed a significant gain for the group on the PCM between the 2nd and 3rd assessments and a positive but nonsignificant trend for the DIT.