接受还是拒绝?反应模式助推基础课与拓展课均衡选择
Accept or reject?The nudge effect of response options on making a balanced choice between enhancement and enrichment classes
查看参考文献49篇
|
文摘
|
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"(Shafir, 1993)的理论框架指导下,通过3个实验探索反应模式对小学生课外辅导课程类型(基础课/拓展课)选择的影响。实验1探讨来自不同家庭的三代人(小学生/父母/祖辈)在不同反应模式(接受/拒绝)下的课程决策差异。为排除不同家庭环境因素的可能影响,实验2探讨来自同一家庭的三代人在不同反应模式下的课程决策差异。实验3在真实的课外辅导现场报名点检验反应模式助推基础课选择的生态化效度。结果表明,(1)父母组选择的辅导课总数显著多于祖辈组和小学生组;(2)三代人在接受和拒绝反应模式下均偏好选择拓展课;(3)同接受反应模式相比,三代人均在拒绝反应模式下选择更多课程,具体表现在拒绝反应模式下对基础课和拓展课的选择数均相对增加,但对拓展课的选择比例相对减少,对基础课的选择比例相对增加,课程的选择趋于均衡。鉴于此,在选课中简单地采用拒绝反应模式,便可助推小学生家庭选择更多基础课,从而实现基础课及拓展课的均衡选择。本研究成功验证了拒绝反应模式在儿童教育决策领域的适用性,对儿童教育者及学生家庭有重要现实指导意义。 |
|
其他语种文摘
|
In recent years, extracurricular classes have always been hot topics of research in areas such as Education, Economics and Sociology. Taking extracurricular classes have become an important part of student lives. There are two types of curricula for students: (1) the enhancement classes which aim to improve the learning abilities and academic performance; (2) the enrichment classes which focus on developing the comprehensive abilities, such as interests and specialties. Recent studies have shown that enrichment classes of various kinds are much more popular than enhancement classes targeted for improvement of academic performances. Primary school students and their parents tend to choose enrichment classes which are more enjoyable than enhance classes which have long-term benefit academically. How can we achieve the balance in choosing between the two types of curricula? Guided by the theoretic framework of the Nudge Effect of the two response options - Accept and Reject, this work explores the task-type effect of accept and reject as different options to influence the selection of different types of classes through three experiments. Experiment 1 observes the difference in class selection strategy categorized by generations as three groups (students/parents/grand-parents) of different families under the two response options. Experiment 2 observes the difference in class selection strategy by three generations of the same family under the two response options. The design and procedures of the two experiments are similar except participants invited under the laboratory scenario. It adopts a 2 (response options: accept/reject; between-subjects variable) × 2 (curricula types: enhancement classes / enrichment classes; within-subjects variable) × 3 (types of decision makers: primary school students / primary school parents / grandparents; between-subjects variable) mixed design. Results show that (1) people in the parent group tend to select more classes than that of both the student group and the grand-parent group; (2) all three groups tend to select more enrichment classes than academic enhancement classes no matter which response option is used; and (3) when comparing the two response options, all three groups tend to select more number of classes under the reject option. More specifically, under the reject option, people tend to select more enhancement classes relatively than that in the accept option. However, under the reject option, the differences between enrichment classes and enhancement classes are narrowed, which means the selection of enrichment classes and academic enhancement classes are more balanced under the reject option. Experiment 3 is conducted as a field study to directly talk to people who are submitting applications for extracurricular classes to see whether the use of different response options can indeed influence their decision making on the spot. It adopts a 2 (response options: accept/reject; between-subjects variable) × 2 (curricula types: enhancement classes / enrichment classes; within-subjects variable) mixed design. Consistent with those results of Experiment 1 & 2, Experiment 3 shows that parents tend to select more classes in the rejection response condition than in the acceptance response condition. Participants also tend to select enrichment classes in both response conditions. However, their preference to enhancement classes in the rejection response condition was significantly higher than that in the acceptance response condition. All the three experiments show that the rejection response option has a significant boost to a more balanced selection of primary school parents. This study successfully proved that the use of the reject option is also applicable to decision making strategies of child education. The result of this work can serve as a direct reference to both educators as well as student families when making choices on extracurricular classes. |
|
来源
|
心理学报
,2019,51(4):437-449 【核心库】
|
|
DOI
|
10.3724/SP.J.1041.2019.00437
|
|
关键词
|
反应模式
;
助推
;
课外辅导
;
课程类型
;
决策者角色
|
|
地址
|
1.
中国科学院心理研究所, 中国科学院心理健康重点实验室, 北京, 100101
2.
中国科学院大学心理学系, 北京, 100049
3.
中国科学院心理研究所, 中国科学院行为科学重点实验室, 北京, 100101
4.
香港理工大学电子计算学系, 香港
|
|
语种
|
中文 |
|
文献类型
|
研究性论文 |
|
ISSN
|
0439-755X |
|
学科
|
社会科学总论 |
|
基金
|
国家自然科学基金项目
|
|
文献收藏号
|
CSCD:6466319
|
参考文献 共
49
共3页
|
|
1.
Benartzi S. Should governments invest more in nudging?.
Psychological Science,2017,28(8):1041-1055
|
被引
6
次
|
|
|
|
|
2.
Bertini M. The impact of add-on features on consumer product evaluations.
Journal of Consumer Research,2009,36(1):17-28
|
被引
3
次
|
|
|
|
|
3.
Chapman G B. Opting in vs opting out of influenza vaccination.
The Journal of the American Medical Association,2010,304(1):43-44
|
被引
2
次
|
|
|
|
|
4.
Chen J. Role of accentuation in the selection/rejection task framing effect.
Journal of Experimental Psychology: General,2017,146(4):543-568
|
被引
4
次
|
|
|
|
|
5.
陈晓陆.
冲突与合作:辅导机构与学校的关系研究(硕士学位论文),2014
|
被引
1
次
|
|
|
|
|
6.
Dhar R. Consumer choice between hedonic and utilitarian goods.
Journal of Marketing Research,2000,37(1):60-71
|
被引
22
次
|
|
|
|
|
7.
付洪秀.
中小学课外辅导市场存在的问题及其反思(硕士学位论文),2014
|
被引
1
次
|
|
|
|
|
8.
Goldstein D G. Nudge your customers toward better choices.
Harvard Business Review,2008,86(12):99-106
|
被引
3
次
|
|
|
|
|
9.
黄笛.
公共管理视域下的中小学课外培训市场规制研究(硕士学位论文),2015
|
被引
1
次
|
|
|
|
|
10.
黄元娜. 以小拨大:默认选项和反应模式效应助推中国器官捐献登记.
心理学报,2018,50(8):868-879
|
被引
6
次
|
|
|
|
|
11.
季林飞. 中、韩、日、欧盟中小学课外教育的比较与思考.
北京教育学院学报(社会科学版),2015,29(3):67-72
|
被引
1
次
|
|
|
|
|
12.
金立印. 服务定制情境下选项的战略呈现:呈现框架对消费者选择的影响.
南开管理评论,2009,12(6):90-100
|
被引
3
次
|
|
|
|
|
13.
Kahneman D. Anomalies: The endowment effect, loss aversion, and status quo bias.
Journal of Economic Perspectives,1991,5(1):193-206
|
被引
37
次
|
|
|
|
|
14.
Levin I P. A tale of two pizzas: Building up from a basic product versus scaling down from a fully-loaded product.
Marketing Letters,2002,13(4):335-344
|
被引
4
次
|
|
|
|
|
15.
Li M. The decoy effect as a nudge: Boosting hand hygiene with a worse option.
Psychological Science,in press
|
被引
1
次
|
|
|
|
|
16.
李鹏娜. 行为决策理论在能源节约管理中的应用.
心理科学,2017,40(3):760-765
|
被引
6
次
|
|
|
|
|
17.
李纾. 既非"胡萝卜"也非"大棒":助推社会发展的一条新捷径.
管理视野,2016,6:92-96
|
被引
4
次
|
|
|
|
|
18.
Liu J Y. Determinants of demand for private supplementary tutoring in China: Findings from a national survey.
Education Economics,2017,25(2):205-218
|
被引
1
次
|
|
|
|
|
19.
刘维朝. 为学生的终身发展奠基--全面构建有雅礼特色的课程新体系.
湖南教育,2002(15):33-34
|
被引
1
次
|
|
|
|
|
20.
Liu Y. Choosing for others and its relation to information search.
Organizational Behavior & Human Decision Processes,2018,147:65-75
|
被引
3
次
|
|
|
|
|
了解气象卫星更多信息，请访问