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Dweck's Social-Cognitive Model of Achievement Motivation in Science
You-Kyung Lee1, Yuanyuan Yue2, Tony Perez2
1Department of Education, Sookmyung Women's University.
Learning and Individual Differences
|February 26, 2024
Summary
Understanding student mindsets in science is key. A growth mindset links to mastery goals and more courses, while a fixed mindset relates to performance goals, offering insights for science education.
Area of Science:
- Educational Psychology
- Science Education
Background:
- Dweck's social-cognitive model is foundational for achievement motivation research.
- Limited research has explored the comprehensive model, including interactions, within science education contexts.
Purpose of the Study:
- To investigate the relationships among mindsets, science academic self-efficacy, achievement goals, and outcomes in undergraduate science students.
- To examine the interplay between these factors within a science academic setting.
Main Methods:
- Surveyed 1,036 undergraduate students.
- Analyzed the associations between mindset (fixed vs. growth), science academic self-efficacy, achievement goals (performance vs. mastery), and academic outcomes.
Main Results:
- A fixed mindset correlated with performance goals.
- A growth mindset was associated with mastery goals and a higher number of science courses completed.
- Growth mindset indirectly influenced interest value through mastery goals; performance goals' effect on outcomes was independent of science academic self-efficacy.
Conclusions:
- Findings support a nuanced understanding of Dweck's model in science education.
- Practical implications exist for supporting undergraduate students in science-related careers.
- The interaction between performance goals and self-efficacy requires further investigation in this context.
Keywords:
Dweck’s social-cognitive modelachievement goalslatent interaction modelingmindsetsself-efficacyMore Related Videos
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