我们真的了解学习毅力吗?:基于扎根理论刻画教师视角的可塑模型研究

Shall We Really Know about Perseverance? A Malleable Model from the Viewing of Teachers’ Based on Grounded Theory

学习毅力一直以来被认为是影响学业表现提升和学习能力发展的重要非认知因素。学习者如何能克服困难和挫折,并长期坚持完成学习任务,这其中学习者的性格特征和行为又发挥了何种作用?如何能在技术媒体日益丰富的学习环境中不被外界打扰、保持专注力,专心完成学习任务?问题背后的发生机理也正受到研究者的重视,即如何真正了解什么是学习毅力。因此,本研究力图以现有学习毅力的相关理论、发生机制和已有模型为基础展开探索。首先,梳理不同学习场景及相关实证研究,进而选择依托交互决定论和中介变量理论,来比较现有学习毅力模型和非认知能力模型;其次,采用扎根理论对来自不同专业领域的23位一线教师的访谈文本内容进行质性分析,访谈主要是对学习毅力的理解、内涵和影响因素等问题的深度探讨;最后,结合理论基础和访谈分析结果,刻画学习毅力的可塑模型。研究发现,对学习毅力及其影响因素的理解和测量方法的归纳,可以从四个方面来综合分析,即学习者个体特征、语境特征、关系特征和学习环境特征。从“四特征”内涵入手刻画的模型相对全面地构建了学习者画像,为解决学习动力不足、培养和发展学习毅力提供了理论指导和实践借鉴。

Learning perseverance has always been regarded as an important non-cognitive factor that affects the improvement of academic performance and the development of learning ability. However, how can learners overcome difficulties and frustrations and persist in completing learning tasks for a long time? What role do learners’ character traits and behaviors play? How can learners stay focused and complete learning tasks without being disturbed by the outside world in the increasingly technology-rich learning environment? The mechanism behind the problem is also being valued by researchers, that is, how to truly understand what learning perseverance is. Therefore, this research attempts to explore the mechanism based on the existing relevant theories, and existing models of learning perseverance. Firstly, we sorted out different learning scenarios and related empirical research, and then chose to rely on the interaction determinism and the mediating variable theory to compare the existing learning perseverance model and the non-cognitive ability model. Secondly, we used the grounded theory to compare 23 first-line teachers from different disciplines. The teacher’s interviews were qualitatively analyzed. The interview was mainly an in-depth discussion of the understanding, connotation and influencing factors of learning perseverance. Finally, combining theoretical foundation and interview analysis results, we portrayed a plastic model of learning perseverance. The study found that the understanding of learning perseverance and its influencing factors and the induction of measurement methods can be comprehensively analyzed from four aspects, namely, learner’s individual characteristics, context characteristics, relationship characteristics, and learning environment characteristics. The model described from the connotation of the “four characteristics” constructs a relatively comprehensive portrait of learners, and provides theoretical guidance and practical reference for solving the lack of learning motivation and cultivating learning perseverance.