Predicting Students' Genuine Learning Interest in Socio-Scientific Issues within an Engaged Learning Context

被引：0

作者：

Jack, Brady Michael ^{[1
,4
]}

Chen, Chi-Chen ^{[2
]}

Smith, Thomas J. ^{[3
]}

Wang, Hsin-Hui ^{[1
]}

机构：

[1] Natl Sun Yat Sen Univ, Kaohsiung, Taiwan

[2] Natl Acad Educ Res, New Taipei, Taiwan

[3] Northern Illinois Univ, Coll Educ, De Kalb, IL USA

[4] Natl Sun Yat Sen Univ, Si Wan Coll, Rm 4015-1,4F,70 Lien Hai Rd, Kaohsiung 804201, Taiwan

来源：

JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT | 2024年 / 42卷 / 07期

关键词：

critical thinking; engaged learning; genuine learning interest; group participation self-efficacy; socio-scientific issues; HEUTAGOGY; ENJOYMENT;

D O I：

10.1177/07342829241252464

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigated the predictive effect of 11th grade Taiwanese students' (N = 878) self-assessed critical thinking, group participation self-efficacy, and active learning on their genuine learning interest (GLI) in socio-scientific issues (SSI). Results showed that active learning had a direct effect on GLI, while critical thinking and group participation self-efficacy had indirect effects on GLI as mediated by active learning. Critical thinking showed a significant direct effect on active learning, and a significant indirect effect on active learning that was mediated by group participation self-efficacy.

引用

页码：771 / 784

页数：14

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