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Positive psychology in education: Hope and time perspective from Rasch, latent growth curve model, and phenomenological research approaches.

机译：教育中的积极心理学：Rasch的希望和时间观点，潜在增长曲线模型和现象学研究方法。

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摘要

The primary purposes of this study were to identify motivational typologies of growth and stability and identify people who have crossed a boundary in terms of levels of hope and time perspective. This study draws upon two fields, philosophy and psychology. The philosophical framework traces its roots back to American pragmatism and Alfred North Whitehead's Process Philosophy. The second set of theories proposed for investigation came from the relatively recent empirical endeavor known as positive psychology. Specifically, I tested the construct validity and predictive utility of hope and time perspective as predictors of academic time management and academic outcomes in a Japanese sample.;The participants were 467 students attending one of the largest private universities in Japan. Several instruments were used to measure the relationship between hope and time perspective as independent variables and self-reported academic outcomes. The instruments were the Hope Disposition Survey, the Zimbardo Time Perspective Inventory, self-reported TOEIC and GPA scores, and the Vocabulary Size Test. The research design was a quantitative and qualitative mixed-methods research plan.;Two relatively recent constructs from the area of positive psychology research known as hope theory (a goal-oriented construct) and the Zimbardo Time Perspective Inventory were utilized for empirical investigation. The use of a mixed-method research design allowed this study to add to our knowledge of the roles of hope and time management in goal directed behavior. The analytical tools included the Rasch model, confirmatory factor analyses (CFA), structural equation modeling (SEM), and latent growth curve modeling (LGM). The qualitative analysis was a phenomenological investigation (similar to a case study) into the relationship between affect, cognition, and motivation utilizing a Process Philosophy framework.;Results of the Rasch and CFA indicated that hope and time perspective were viable constructs for this sample. The hope SEM results indicated that hope had a positive relationship with academic outcomes as hypothesized. The time perspective SEM indicated that future time perspective had a positive relationship and that present-hedonism had a negative relationship with academic behavior as hypothesized. LGM results indicated that study time management had a non-linear relationship with the academic calendar. Both sets of results must be considered with caution due to a design flaw in the data collection instruments and high levels of attrition for the LGMs. Finally, the interview results indicated that students in the sample were extrinsically motivated by situational variables such as professor signals of how to, how much, when to, and what to study and that transitions from secondary to tertiary level studies were difficult for students with low levels of hope.;The results were interpreted to suggest that levels of student engagement in the sample were at a less than desirable level when compared to OECD or North American university expectations. However, results were considered to be generally supportive of hope and time perspective theory.
机译：这项研究的主要目的是确定成长和稳定的动机类型，并确定在希望和时间角度上跨越界限的人。本研究借鉴了哲学和心理学两个领域。这个哲学框架的起源可以追溯到美国的实用主义和阿尔弗雷德·诺斯·怀特海德的《过程哲学》。提议进行调查的第二套理论来自相对积极的实证心理学。具体来说，我在日本样本中测试了希望和时间观点的构造效度和预测效用，作为学术时间管理和学术成果的预测指标;参与者为467名学生，他们是日本最大的私立大学之一。几种工具被用来衡量希望和时间观点之间的关系，将其作为独立变量和自我报告的学习成果。这些工具包括希望处置调查，津巴多时间透视清单，自我报告的TOEIC和GPA成绩以及词汇量测验。该研究设计是定量和定性的混合方法研究计划。；采用了积极心理学研究领域中相对较新的两种构想，即希望理论（一种面向目标的构想）和Zimbardo时间透视量表进行了实证研究。混合方法研究设计的使用使这项研究增加了我们对希望和时间管理在目标导向行为中的作用的认识。分析工具包括Rasch模型，验证性因子分析（CFA），结构方程模型（SEM）和潜在生长曲线模型（LGM）。定性分析是使用过程哲学框架对情感，认知和动机之间的关系进行的现象学调查（类似于案例研究）。Rasch和CFA的结果表明，希望和时间观点是该样本的可行构建。希望SEM结果表明，希望与假设的学业成绩呈正相关。时间观点SEM表明，未来的时间观点与假设的学术行为呈正相关，而现代享乐主义与学术行为呈负相关。 LGM结果表明学习时间管理与学历之间存在非线性关系。由于数据收集工具的设计缺陷和LGM的高损耗，必须谨慎考虑两组结果。最后，访谈结果表明，样本中的学生是由情境变量引起的，这些情境变量是诸如教授如何学习，学习多少，何时学习以及要学习什么的信号，对于低学历的学生来说，很难从中学学习过渡到大学学习希望的结果；结果被解释为，与经合组织或北美大学的期望相比，样本中学生的参与水平低于理想水平。但是，结果被普遍认为是希望和时间观点理论的支持。

著录项

  • 作者

    Ring, Joseph E., Jr.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Educational philosophy.;Educational psychology.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 556 p.
  • 总页数 556
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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