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The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning

机译：基于问题的学习中的问题特征，与成就相关的行为和学业成就之间的关系

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This study investigated the influence of five problem characteristics on students’ achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity, (3) the extent to which the problem stimulated group discussion, (4) self-study, and (5) identification of learning goals. The results showed that problem clarity led to more group discussion, identification of learning goals, and self-study than problem familiarity. On the other hand, problem familiarity had a stronger and direct impact on academic achievement.
机译：这项研究调查了五个问题特征对与学生成就相关的课堂行为和学习成绩的影响。通过路径分析的方法，分析了来自PBL课程170个课程中5949名理工科学生的数据。这五个问题的特征是：（1）问题的清晰性；（2）问题的熟悉程度；（3）问题在多大程度上刺激了小组讨论；（4）自学；（5）确定学习目标。结果表明，与问题的熟悉程度相比，问题的清除导致更多的小组讨论，学习目标的确定和自学。另一方面，对问题的熟悉程度对学业成绩有更直接的影响。

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