QQ客服 官方微博 反馈留言

题名	拒绝反应模式助推基础课与拓展课均衡选择
作者	刘隽
答辩日期	2019-07
文献子类	硕士
授予单位	中国科学院大学
授予地点	中国科学院心理研究所
其他责任者	刘萍萍
关键词	反应模式 助推 课外辅导 课程类型 决策者角色
学位名称	理学硕士（同等学力硕士）
其他题名	The Nudge Effect of Reject Option on Making a Balanced Choice between Enhancement and Enrichment Classes
学位专业	发展与教育心理学
中文摘要	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 enhance 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 are invited under the laboratory scenario. It adopts a 2 (response options: accept/reject; between-subjects variable) × 2 (curricula 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 variable) × 2 (curricula types: enhancement classes / enrichment classes; within-subjects variable) mixed design. Consistent with those results of Experiment 1& 2, Experiment 3 shows that parents tend to select more classes in the rejection response condition than in the acceptance response condition. Participants also tend to select enrichment classes in both response conditions. However, their preference to enhancement classes in the rejection response condition was significantly higher than that in the acceptance response condition. All the three experiments show that the rejection response option has a significant boost to a more balanced selection of primary school parents. This study successfully proved that the use of the reject option is also applicable to decision making strategies of child education. The result of this work can serve as a direct reference to both educators as well as student families when making choices on extracurricular classes.
英文摘要	课外辅导一直是教育学、经济学和社会学等领域的热门话题。近年来，参加课外辅导已经成为学生生活的重要组成部分。课外辅导一般包括两种类型的课程：(1)旨在提高学生学习能力及补习文化知识的基础课；(2)旨在培养学生才艺技能且有趣好玩的拓展课。研究表明，人们普遍偏好选择课程内容更多元、更有趣的拓展课。然而，基础课和拓展课在孩子发展过程中均发挥重要作用，两者相互依存，缺一不可。如何在两种类型课程之间取得平衡？本文在“接受或拒绝反应模式”的理论框架指导下，通过三个研究检验拒绝反应模式对均衡基础课和拓展课的助推作用。 研究一在实验室场景下，探讨来自不同家庭的三代人在不同反应模式下的课程决策差异。为排除不同家庭环境因素的可能影响, 研究二探讨来自同一家庭的三代人在不同反应模式下的课程决策差异。研究一和研究二均采用2(反应模式：接受/拒绝; 组间变量)×2(课程类型：基础课/拓展课; 组内变量)×3(决策者角色：小学生/小学父母/祖辈; 组间变量)混合设计。结果表明：(1)父母组选择的辅导课总数显著多于祖辈组和小学生组; (2)三代人在接受和拒绝反应模式下均偏好选择拓展课; (3)同接受反应模式相比, 三代人均在拒绝反应模式下选择更多课程, 具体表现在拒绝反应模式下对基础课和拓展课的选择数均相对增加, 但对拓展课的选择比例相对减少, 课程的选择趋于均衡。 研究三在真实的课外辅导报名场景中，选取为小学生报名的父母为被试，探讨反应模式在现实中对消费者课程选择的助推作用。 采用2(反应模式：接受/拒绝; 组间变量)×2(课程类型：基础课/拓展课; 组内变量)混合设计。与研究一和研究二的结果一致，研究三显示父母在拒绝反应模式下选择更多课程；在拒绝反应模式下对基础课和拓展课的选择数均相对增加，但对拓展课的选择比例相对减少, 课程的选择趋于均衡。 三个研究均表明，在选课中采用拒绝反应模式，即可助推小学生家庭选择更多基础课，实现基础课及拓展课的均衡选择。本研究成功验证了拒绝反应模式在儿童教育决策领域的适用性，对儿童教育者及学生家庭有重要现实指导意义。
语种	中文
内容类型	学位论文
源URL	[http://ir.psych.ac.cn/handle/311026/41698]
专题	心理研究所_认知与发展心理学研究室
推荐引用方式 GB/T 7714	刘隽. 拒绝反应模式助推基础课与拓展课均衡选择[D]. 中国科学院心理研究所. 中国科学院大学. 2019.

个性服务

查看访问统计

相关权益政策

暂无数据

收藏/分享

除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。