感知无关性和掌握与绩效成就目标：生命科学专业学生在入门物理学中态度体验中的两个心态变量
Perceived irrelevance and mastery vs. performance achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics
摘要：
在以前的一项研究中，学生的自我表达的学习取向，以自我监控的能力，解决实验前的物理问题的练习为中心，确定从测试后的反馈调查，以介绍代数为基础的物理学生人口跨越六个测量学期，并检查作为一个潜在的变量，当然表现，力和运动概念理解，对学习物理的态度。抽样人口，其中主要包括生命科学专业，也被要求在同一反馈调查，讨论课程的哪些部分或部分是相关的，他们各自的专业选择。在这项研究中，我们研究的事实，约50名学生的218个抽样的学生，或23%的样本人口，明确表示，他们认为在所有的课程没有相关性，他们各自的专业，而其他168名学生引用的部分课程或整个课程是相关的专业。一个后续调查的感知相关性与无关性表明，对物理的态度将经历更多的专家一样的转变，学生谁认为相关性比学生谁不，特别是，态度调查的项目集群，涉及到个人兴趣和现实世界的连接似乎显示出最强的效果。进一步的研究表明，生物学专业和健康科学专业（生命科学专业的两个独特的子群体）显示出类似的前后趋势的相关性与无关性的看法，而学生的表现成就目标似乎分叉之间的新手般的转变，感知无关性和没有态度转变，从前到后感知相关性。讨论包括强调机构类型等因素所施加的限制。
英文摘要：
In a previous study, students' self-expressed learning orientations towards an exercise centered on self-monitoring one's ability to solve a pre-lab physics problem were identified from a post-test feedback survey given to an introductory algebra-based physics student population spanning six measured semesters, and examined as a potential variable in course performance, force and motion conceptual understanding, and attitudes towards learning physics. The sampled population, which primarily consists of life science majors, was also asked in the same feedback survey to discuss what portion or portions of the course were relevant to their respective choices of major. In this study, we examine the fact that about 50 students out of 218 sampled students, or 23% of the sample population, explicitly stated that they perceived no relevance at all of the course to their respective majors, whereas the other 168 students cited portions of the course or the entirety of the course as being relevant to their majors. A follow-up investigation of perceived relevance versus irrelevance shows that attitudes towards physics will experience more expert-like shifts for students who perceive relevance than students who do not; in particular, the attitudinal survey's item clusters that pertain to personal interest and real-world connections appear to show the strongest effect. Further examination showed that biology majors and health science majors (two distinctive sub-populations of life science majors) show similar pre-post trends for relevance vs. irrelevance perceptions, whereas students with a performance achievement goal appeared to bifurcate between a novice-like shift for perceived irrelevance and no attitudinal shift from pre to post for perceived relevance. Discussion includes emphasis on limitations imposed by institution type among other factors.
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