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首页> 外文学位 >21st Century Skills: Examining the Influence of Epistemic Development, Mindset, and Extracurricular Participation on Curiosity, Adaptability, and Initiative
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21st Century Skills: Examining the Influence of Epistemic Development, Mindset, and Extracurricular Participation on Curiosity, Adaptability, and Initiative

机译：21世纪技能：研究认知发展，心态和课外参与对好奇心，适应性和主动性的影响

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摘要

Despite the perceived importance of 21st Century skills for college, career, and long-term success, graduates are often reported to have deficiencies in this area. Given their importance, research is needed to explore additional potential avenues through which 21 st Century skills can be developed.;Utilizing Bronfenbrenner's (2005) bioecological theory of development as a conceptual framework, the purpose of this study was to develop an understanding of the relationship between extracurricular involvement and an individual's epistemic development and mindset and the extent to which these characteristics subsequently predict the development of the 21st Century skills of curiosity, adaptability, and initiative. A quantitative approach and survey research methodology were utilized in this study. Participants were 243 undergraduate students from two private institutions of higher education in the central United States.;Independent samples t-tests suggested students participating in fine arts during their senior year of high school demonstrated higher levels of curiosity than those who did not participate in fine arts. Furthermore, students who worked during their senior year of high school demonstrated a greater self-centeredness than those who did not work during their senior year of high school. Hierarchical regression analyses suggested gender, fine arts involvement, sport involvement, work involvement, epistemic development, and characteristics of mindset statistically significantly predicted 21 st Century skill development.
机译：尽管人们认为21世纪技能对于大学，职业和长期成功非常重要，但据报毕业生通常在这方面存在不足。考虑到它们的重要性，需要进行研究以探索可以开发21世纪技能的其他潜在途径。;利用Bronfenbrenner（2005）的生物生态学发展理论作为概念框架，本研究的目的是发展对这种关系的理解在课外参与与个人认知发展和思维方式之间的关系，以及这些特征随后在多大程度上预测21世纪好奇心，适应性和主动性技能的发展。在这项研究中使用了定量方法和调查研究方法。参加者是来自美国中部两个私立高等教育机构的243名本科生。；独立样本t检验表明，参加高中三年级学习美术的学生比没有参加高级美术课程的学生表现出更高的好奇心艺术。此外，在高中三年级上班的学生比在高中三年级上班的学生表现出更大的自我中心感。层次回归分析表明，性别，美术参与，运动参与，工作参与，认知发展以及思维定势特征在统计学上显着预测了21世纪的技能发展。

著录项

  • 作者

    Grassmeyer, Jeffry K.;

  • 作者单位

    Drake University.;

  • 授予单位 Drake University.;
  • 学科 Education.;Developmental psychology.
  • 学位 Ph.D.(Educ.)
  • 年度 2017
  • 页码 177 p.
  • 总页数 177
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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