) 1 中国科学院心理健康重点实验室(中国科学院心理研究所), 北京 100101
2 中国科学院大学心理学系, 北京 100049
3 中国科学院行为科学重点实验室(中国科学院心理研究所), 北京 100101
4 香港理工大学电子计算学系, 香港
收稿日期:2018-08-14出版日期:2019-04-25发布日期:2019-02-22通讯作者:刘萍萍E-mail:liupp@psych.ac.cn基金资助:* 国家自然科学基金项目(31600887)Accept or reject?The nudge effect of response options on making a balanced choice between enhancement and enrichment classes
LIU Jun1,2, ZHANG Zhen1,2, SUN Yan2,3, HAN Bu-Xin1,2, LU Qin4, LIU Ping-Ping1,2() 1 CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing 100101, China
2 Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China
3 CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing 100101, China
4 Department of Computing, The Hong Kong Polytechnic University, Hong Kong, China
Received:2018-08-14Online:2019-04-25Published:2019-02-22Contact:LIU Ping-Ping E-mail:liupp@psych.ac.cn摘要/Abstract
摘要： 近年课外辅导成为学生学习生活的重要部分, 人们普遍选择拓展课数较多, 选择基础课数较少。为了实现基础课及拓展课学习的均衡发展, 本研究在“接受或拒绝反应模式” (
图/表 11
表1实验1和实验2课程类型控制的分析结果
| 课程类型 | 课程名字 | M | SD | t(19) |
|---|---|---|---|---|
| 拓展课 | 儿童情商课 | 4.95 | 0.22 | 39.00*** |
| 素质体能 | 4.80 | 0.70 | 11.57*** | |
| 语言艺术 | 4.60 | 0.75 | 9.49*** | |
| 思维逻辑 | 4.85 | 0.37 | 22.58*** | |
| 创意美术 | 5.0 | 0 | — | |
| 基础课 | 语文作文 | 1.4 | 0.60 | -11.96*** |
| 数学冲刺 | 1.45 | 0.51 | -13.58*** | |
| 语文阅读 | 1.20 | 0.52 | -15.39*** | |
| 数学基础 | 1.15 | 0.49 | -16.91*** | |
| 英语基础 | 1.3 | 0.57 | -13.31*** |
表1实验1和实验2课程类型控制的分析结果
| 课程类型 | 课程名字 | M | SD | t(19) |
|---|---|---|---|---|
| 拓展课 | 儿童情商课 | 4.95 | 0.22 | 39.00*** |
| 素质体能 | 4.80 | 0.70 | 11.57*** | |
| 语言艺术 | 4.60 | 0.75 | 9.49*** | |
| 思维逻辑 | 4.85 | 0.37 | 22.58*** | |
| 创意美术 | 5.0 | 0 | — | |
| 基础课 | 语文作文 | 1.4 | 0.60 | -11.96*** |
| 数学冲刺 | 1.45 | 0.51 | -13.58*** | |
| 语文阅读 | 1.20 | 0.52 | -15.39*** | |
| 数学基础 | 1.15 | 0.49 | -16.91*** | |
| 英语基础 | 1.3 | 0.57 | -13.31*** |
图1基础课和拓展课在不同维度上的积极与消极特征评分(实验1)
图1基础课和拓展课在不同维度上的积极与消极特征评分(实验1)
图2不同反应模式下的选课任务(实验1和实验2)
图2不同反应模式下的选课任务(实验1和实验2)
图3被试在不同反应模式下选择的课程数量(实验1) 注: 误差线为标准误
图3被试在不同反应模式下选择的课程数量(实验1) 注: 误差线为标准误
图4被试在不同反应模式下选择的课程类型数量(实验1) 注: 误差线为标准误
图4被试在不同反应模式下选择的课程类型数量(实验1) 注: 误差线为标准误
图5同一家庭被试在不同反应模式下选择的课程数量(实验2) 注: 误差线为标准误
图5同一家庭被试在不同反应模式下选择的课程数量(实验2) 注: 误差线为标准误
图6被试在不同反应模式下对不同类型课程的选择(实验2) 注: 误差线为标准误
图6被试在不同反应模式下对不同类型课程的选择(实验2) 注: 误差线为标准误表2实验3课程类型控制的分析结果
| 课程类型 | 课程名字 | M | SD | t(19) |
|---|---|---|---|---|
| 拓展课 | 书法课 | 4.75 | 0.44 | 17.62*** |
| 美术课 | 4.80 | 0.41 | 19.62*** | |
| 合唱团 | 4.65 | 0.49 | 15.08*** | |
| 基础课 | 语文作文辅导 | 1.30 | 0.57 | -13.31*** |
| 数学辅导 | 1.20 | 0.52 | -15.39*** | |
| 英语辅导 | 1.35 | 0.59 | -12.57*** |
表2实验3课程类型控制的分析结果
| 课程类型 | 课程名字 | M | SD | t(19) |
|---|---|---|---|---|
| 拓展课 | 书法课 | 4.75 | 0.44 | 17.62*** |
| 美术课 | 4.80 | 0.41 | 19.62*** | |
| 合唱团 | 4.65 | 0.49 | 15.08*** | |
| 基础课 | 语文作文辅导 | 1.30 | 0.57 | -13.31*** |
| 数学辅导 | 1.20 | 0.52 | -15.39*** | |
| 英语辅导 | 1.35 | 0.59 | -12.57*** |
图7基础课和拓展课在不同维度上的积极与消极特征评分(实验3)
图7基础课和拓展课在不同维度上的积极与消极特征评分(实验3)
图8不同反应模式下的选课任务(实验3)
图8不同反应模式下的选课任务(实验3)
图9被试在不同反应模式下选择的课程数量(实验3) 注: 误差线为标准误
图9被试在不同反应模式下选择的课程数量(实验3) 注: 误差线为标准误参考文献 49
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