学业反馈规避的影响因素——基于扎根理论的探索性研究

Influencing Factors of Academic Feedback Avoidance:Exploratory Research Based on the Grounded Theory

【目的/意义】学业反馈是学生学习过程中的关键要素。本研究对学业反馈规避进行探索,旨在刻画学业反馈规避者的行为特征,挖掘潜在的影响因素,为减少学生对学业反馈的规避提供行之有效的指导。【方法/过程】采用混合方法论的研究设计,通过问卷来调查学业反馈规避者的基本行为特征,采用引导日记和访谈收集学业反馈规避的文本数据,并严格依据扎根理论的编码过程来挖掘潜在的影响因素。【结果/结论】规避者大多认可学业反馈的积极作用,但他们会出于紧张、焦虑、后悔等消极情感,以及对自身能力的怀疑等消极认知而规避反馈,相应表现出推迟了解反馈、规避反馈源、控制注意力等行为表现;学业反馈规避受个体态度的内在驱动,而个体态度会受到许多个人因素、反馈因素、任务因素、社会环境因素的影响。【创新/局限】拓展了信息规避的研究情景,构建了学业反馈规避的影响因素框架;后续可开展受控实验对本研究已挖掘出的影响因素及其作用路径进行检验或修正。

【Purpose/significance】Academic feedback is a key element in students'learning process.The exploration of academic feedback avoidance is helpful to describe the behavior characteristics of the avoiders,explore the potential influencing factors,and provide effective guidance for reducing students'avoidance of academic feedback.【Method/process】A mixed methodology was adopted.The basic behavioral characteristics of avoiders were investigated by questionnaire.Elicitation diary and semi-structured interview were used to collect text data of academic feedback avoidance.Grounded theory was used to explore the potential influencing factors.【Result/conclusion】Most avoiders recognize the positive effects of academic feedback,but they will avoid it due to negative emotions such as tension,anxiety,regret,as well as negative cognition such as doubt about their own ability.Avoidance of academic feedback is mainly manifested as delaying knowing feedback,avoiding feedback sources and controlling attention.Academic feedback is inherently driven by individual attitude,which is influenced by many personal factors,feedback factors,task factors and social environment factors.【Innovation/limitation】This study expands the research situation of information avoidance and constructs the framework of influencing factors of academic feedback avoidance.Subsequently,controlled experiments can be carried out to test or correct the influencing factors and their action paths excavated in this study.