接受还是拒绝? 反应模式助推基础课与拓展课均衡选择
接受还是拒绝? 反应模式助推基础课与拓展课均衡选择
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发表时间：
2019
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影响因子：
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通讯作者：
刘萍萍
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文献类型：
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作者：
刘隽;张震;孙彦;韩布新;陆勤;刘萍萍
摘要：近年来，课外课堂一直是教育学、经济学、社会学等领域研究的热点。参加课外活动已成为学生生活的重要组成部分。为学生提供的课程有两类：（1）强化班，旨在提高学习能力和学习成绩;（2）强化班，侧重发展兴趣和特长等综合能力。最近的研究表明，各种各样的强化班比旨在提高学习成绩的强化班更受欢迎。小学生和家长倾向选择较愉快的增益班，而非对学业有长远裨益的强化班。我们如何在这两类课程之间取得平衡呢？本研究以接受和拒绝两种反应选项的推动效应为理论框架，通过三个实验，探讨了接受和拒绝作为不同选项对不同类型班级选择的任务型效应。实验一观察了不同家庭的学生/父母/祖父母三个世代在两种反应选项下的班级选择策略的差异。实验二考察了同一家庭三代人在两种反应选项下的班级选择策略的差异。两个实验的设计和程序是相似的，除了在实验室情景下邀请的参与者。采用2（回答选项：接受/拒绝;被试间变量）× 2（课程类型：强化班/强化班;被试内变量）× 3（决策者类型primary.school/小学家长/祖父母;被试间变量）混合设计。研究结果表明：（1）父母组的学生在选择班级时比学生组和祖父母组的学生选择的班级多; (2)无论选择哪一个选项，这三个组都倾向于选择更多的强化班而不是学术强化班;以及（3）当比较这两个选项时，这三个组都倾向于在拒绝选项下选择更多的班。更具体地说，在拒绝选项下，人们倾向于选择相对于接受选项更多的增强类。然而，在拒绝选项下，强化班和强化班之间的差异缩小了，这意味着在拒绝选项下，强化班和学术强化班的选择更加平衡。实验三是在field.study网站上直接与正在申请课外班的人交谈，看看使用不同的回答选项是否真的能影响他们当场的决策。它采用2（响应选项：接受/拒绝;受试者间变量
Abstract: In recent years, extracurricular classes have always been hot topics of research in areas such as Education,.Economics and Sociology. Taking extracurricular classes have become an important part of student lives. There are.two types of curricula for students: (1) the enhancement classes which aim to improve the learning abilities and academic performance; (2) the enrichment classes which focus on developing the comprehensive abilities, such as interests and specialties. Recent studies have shown that enrichment classes of various kinds are much more popular.than enhancement classes targeted for improvement of academic performances. Primary school students and their.parents tend to choose enrichment classes which are more enjoyable than enhancement classes which have.long-term benefit academically. How can we achieve the balance in choosing between the two types of curricula?.Guided by the theoretic framework of the Nudge Effect of the two response options—Accept and Reject, this work.explores the task-type effect of accept and reject as different options to influence the selection of different types of.classes through three experiments. Experiment 1 observes the difference in class selection strategy categorized by.generations as three groups (students/parents/grand-parents) of different families under the two response options..Experiment 2 observes the difference in class selection strategy by three generations of the same family under the.two response options. The design and procedures of the two experiments are similar except participants invited under the laboratory scenario. It adopts a 2 (response options: accept/reject; between-subjects variable) × 2 (curriculum types:enhancement classes/enrichment classes; within-subjects variable) × 3 (types of decision makers: primary.school students/primary school parents/grandparents; between-subjects variable) mixed design. Results show that (1).people in the parent group tend to select more classes than that of both the student group and the grand-parent group;.(2) all three groups tend to select more enrichment classes than academic enhancement classes no matter which response option is used; and (3) when comparing the two response options, all three groups tend to select more number of classes under the reject option. More specifically, under the reject option, people tend to select more.enhancement classes relatively than that in the accept option. However, under the reject option, the differences between enrichment classes and enhancement classes are narrowed, which means the selection of enrichment classes.and academic enhancement classes are more balanced under the reject option. Experiment 3 is conducted as a field.study to directly talk to people who are submitting applications for extracurricular classes to see whether the use of.different response options can indeed influence their decision making on the spot. It adopts a 2 (response options:.accept/reject; between-subjects varia