态度与动机如何塑造科学学习者？初中生潜在心理类别的识别及其在科学观念、思维与实践中的差异 How Do Attitudes and Motivations Shape Science Learners? Identification of Latent Psychological Profiles in Middle School Students and Their Differences in Scientific Concepts, Thinking, and Practice

Abstract

本研究采用个体中心研究范式，探究初中生科学学习的心理异质性及其与多维科学素养表现的关系。使用潜在剖面分析方法对288名初中生的自我效能感、内外动机、深度学习倾向及价值认同五个变量进行聚类，识别出三种典型类别：（1）低投入-低效能型（24.31%）；（2）适中均衡型（53.47%）；（3）高投入-高效能型（22.22%）。方差分析表明，三类学生在科学实践及总分上差异显著或边缘显著，高投入型显著优于低投入型，但科学观念与思维维度未见显著差异。本研究揭示了初中科学学习者心理类型与能力结构的精细关联，为实施精准教学提供了实证依据。
This study employs a person-centered research paradigm to
explore the psychological heterogeneity in junior high
school students’ science learning and its association with
multidimensional scientific literacy. Using latent profile
analysis, 288 junior high school students were clustered
based on five variables: self-efficacy, intrinsic and
external motivation, deep learning tendency, and value
identification. Three typical profiles were identified: the
low engagement and low efficacy type (24.31%), the moderate
and balanced type (53.47%), and the high engagement and
high efficacy type (22.22%). Analysis of variance indicated
significant or marginally significant differences among the
three profiles in scientific practice and total scores,
with the high engagement type significantly outperforming
the low engagement type. However, no significant
differences were found in the dimensions of scientific
concepts and thinking. This study reveals the nuanced
relationship between psychological profiles and competency
structures among junior high school science learners,
providing empirical evidence to support precision teaching.