Lí luận về khả năng phục hồi trong học tập

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Tất Thiên Đỗ, Hồng Huân Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học - Đại học Sư phạm TP Hồ Chí Minh 2022

Mô tả vật lý: 1211-1222

Bộ sưu tập: Metadata

ID: 402331

Thêm vào giỏ Liên kết toàn văn

Khả năng phục hồi (KNPH) trong học tập của một cá nhân là khả năng vượt qua được những nghịch cảnh gây cản trở việc học của cá nhân đó và đạt được những kết quả học tập tốt hơn mong đợi. Bài viết tổng hợp ba cách tiếp cận khi nghiên cứu KNPH trong học tập trên thế giới: (1) tiếp cận dựa trên kết quả
(2) tiếp cận dựa trên hiện tượng tương đối ổn định
và (3) tiếp cận dựa trên quá trình có bối cảnh cụ thể. Bên cạnh đó, dựa trên cách tiếp cận tối ưu nhất, cách tiếp cận dựa trên quá trình có bối cảnh cụ thể, bài viết cũng xác lập khái niệm KNPH trong học tập là "quá trình cá nhân thích ứng với các yếu tố hoặc sự kiện mà cá nhân đánh giá là tác nhân gây căng thẳng có khả năng cản trở và làm giảm chất lượng hoạt động học của mình, bằng cách thay đổi nhận thức, cảm xúc - thái độ, và hành vi theo hướng tích cực nhằm tăng cường các nguồn lực cá nhân và bảo vệ cá nhân trước những ảnh hưởng tiêu cực có thể có đến từ tác nhân gây căng thẳng đó". Bài viết cũng nêu rõ ba biểu hiện của KNPH trong học tập là: (1) nhận thức tích cực
(2) cảm xúc - thái độ tích cực
và (3) hành động ý chí., Tóm tắt tiếng anh, A person's academic resilience refers to their ability to overcome adversities that threaten their learning and academic achievements beyond expectations. The article synthesized three approaches when researching academic resilience in the world, which were: (1) the outcome-based approach, (2) the relatively consistent phenomenon-based approach, and (3) the process-based approach with a specific context. Furthermore, based on the most effective approach - the process-based approach with a specific context, a definition for academic resilience was proposed as "a process where an individual faces a factor or an event perceived as a threat towards the individual's learning quality, the person will change their cognition, their emotions, and attitude, and their behaviors in a positive way to promote their assets and protect them from the potential negative affect from the perceived stressor." Therefore, three indicators for academic resilience were outlined, which were: (1) positive cognition, (2) positive emotions and attitude, and (3) volitional behaviors.

1. Đọc trực tuyến

1. Đọc trực tuyến

Tạo bộ sưu tập với mã QR