Understanding the Nature and Correlates of Students’ Heterogeneous Perceptions of Opportunities for Deeper Learning

Opportunities in school provide important
building blocks for students to develop three essential competencies for academic
success: confidence, value for academic tasks, and self-regulatory behaviors. However, students’
varying perceptions of such opportunities have received little attention in
extant research. Using data from the Study of Deeper Learning, this study focused
on students’ perceptions of opportunities that align with recommendations from robust
psychological theory and research: real-world connections, personalized
supports, and academic press. After examining the factor structure of student
perceptions, latent profile analyses revealed five groups of students differentiated
by distinct patterns (profiles) of perceptions. Gender predicted profile
membership, and profiles showed significant differences on both distal and
proximal success indicators. Results underscore the importance of perceived
deeper learning opportunities for students’ thriving, suggest directions for
developing school supports, and contribute much-needed insights about the
structure, common patterns, and correlates of heterogeneous perceptions of
opportunities for deeper learning.

校园学习机遇是学生发展学术成功所需三项核心能力的重要基石：自信心、学业任务价值感与自我调节行为。然而，现有研究对学生在这类学习机遇上的感知差异关注甚少。本研究依托深度学习研究（Study of Deeper Learning）的数据集，聚焦学生对契合扎实心理学理论与研究建议的三类学习机遇的感知：与真实世界的关联、个性化支持以及学业要求（academic press）。在验证学生感知的因子结构后，潜在剖面分析（latent profile analyses）揭示了五类以差异化感知模式区分的学生群体。性别可预测群体归属，且不同群体在远端与近端学业成功指标上均存在显著差异。本研究结果凸显了感知到的深度学习机遇对学生蓬勃发展的重要性，为学校支持体系的建设指明了方向，并为阐释深度学习机遇异质性感知的结构、常见模式与关联因素提供了亟需的理论洞见。