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根据一项对于中国大学生的调查,只有44%的新生对他们的专业表示满意。这可能是因为中国的高中生在选择专业时面临决策困难,他们缺乏和决策相关的知识技能。本研究使用认知信息加工理论(CIP)开展课程干预,考察干预对于学生自我效能感和决策困难的影响。使用对照组实验设计方法,对照组有172名高中生,实验组有118名高中生。所有数据都包含前测和后测两个时间点的数据。干预显著地提高了被试的专业决策自我效能感,减少了一部分专业决策困难。并且,学生的元认知在干预之后变得更积极。
According to a survey of Chinese college students, only 44% of freshmen are satisfied with their major. This may be because Chinese high school students face difficulty in making decisions in their major, and they lack the knowledge and skills associated with making decisions. In this study, CIP was used to conduct curriculum intervention to investigate the impact of intervention on students’ self-efficacy and decision-making difficulty. Using the experimental design of the control group, there were 172 high school students in the control group and 118 high school students in the experimental group. All data includes pre-test and post-test data at two points in time. Intervention significantly improved participants’ self-efficacy in professional decision making and reduced part of professional decision-making difficulty. And, the student’s metacognition became more positive after the intervention.