How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning

This article examines why students experience Problem-Based Learning (PBL) environments differently and discusses considerations for improving PBL environments to support a more diverse student population. Based on theoretical perspectives regarding motivation, identification, and learning, we present a new typology consisting of four types of students with distinctly different ways of creating motivation and identity in a PBL environment. While some principles in the examined PBL model motivate and validate certain types of students, the same principles can also challenge identification or result in demotivation among other types of students. Both results are important to consider when developing an inclusive PBL environment. The typology can serve as a theoretical framework for understanding, analysing, and discussing how and why students experience contemporary or new learning environments differently. Additionally, the typology provides a tool for organizations and teachers to motivate and validate students with different type characteristics and improve PBL practices accordingly.本文旨在探究学生对基于问题式学习（Problem-Based Learning，PBL）环境的体验存在差异的成因，并探讨优化PBL环境以服务更多元学生群体的相关考量要点。本文基于动机、身份认同与学习领域的相关理论视角，提出一套全新的分类框架，将学生划分为四类，每类学生在PBL环境中构建学习动机与身份认同的路径均存在显著差异。尽管所研究的PBL模式中的部分原则能够激发特定类型学生的学习动机并认可其身份认同，但这些原则同样可能对其他类型学生的身份认同构成挑战，或导致其学习动机衰减。在构建包容性PBL环境的过程中，这两类结果均具有重要的参考价值。该分类框架可作为理论工具，用于理解、分析并探讨学生对当代或新型学习环境产生差异化体验的方式与缘由。此外，该分类框架还可为教育机构与教师提供辅助工具，帮助其针对具备不同特征的学生激发学习动机、认可其身份认同，并据此优化PBL教学实践。

搜集汇总

背景与挑战

背景概述

该数据集基于动机、认同和学习理论，提出了一个包含四种学生类型的新分类法，用于解释学生在问题导向学习（PBL）环境中如何以不同方式构建动机和身份。它可作为理论框架来分析学生体验差异，并为教师和组织提供工具以改进PBL实践，支持更包容的学习环境。