成長型マインドセットはあまり支持されず,WEIRD以外の文化では学業成績とあまり関連付けられていない
Yuhan Wang1, Xin Tang2,3,4, Shengtao Wu5
1Department of Psychology, University of Wisconsin, Madison, WI, USA.
NPJ science of learning
|February 23, 2026
まとめ
成長のマインドセットは,非西洋,教育,工業化,富裕,民主 (非WEIRD) の文化では,あまり影響を与えない. マインドセット-達成のリンクは,これらの多様な文化的な文脈でより弱く,文化的に敏感なアプリケーションの必要性を示唆しました.
科学分野:
- 異文化心理学とは,異文化心理学である.
- 教育心理学の教育心理学について
- 教育の社会学 教育の社会学
背景:
- 成長マインドセットの枠組みでは,能力が発達できると信じることが学業成績に影響を及ぼすと仮定しています.
- 多様な文化的な文脈,特に非西洋,教育,工業化,富裕,民主 (非WEIRD) の社会におけるその適用性は,まだ十分に研究されていない.
研究 の 目的:
- 成長マインドセットが非WEIRDの文化的な文脈で学生の学業成績に与える関連性と影響を調査する.
- マインドセットと業績の関係における文化の違いを検証する.
主な方法:
- 国際学生評価プログラム (PISA) 2018からの全国的に代表的なデータの分析.
- 48カ国の409,287人の学生を対象に WEIRDとnon-WEIRDに分類した.
- 異なる文化グループ間のマインドセット・アchievement関連性を評価するために,多層モデリングの適用.
主要な成果:
- WEIRD以外の国の学生は,著しく低い成長マインドセット (r = -0.47) を報告しました.
- 成長マインドセットと学業成績の関連性は,WEIRD以外の読書と科学の文化ではより弱かった.
- この関連性は,WEIRD以外の文化的な文脈での数学の達成において,限界的であった.
結論:
- 成長マインドセットの枠組みの有効性は,文化的に条件づけられるかもしれません.
- 文化特有の要因が重要な役割を果たし,成長マインドセットの介入を実施する際に考慮されるべきである.
- マインドセットの発達の微妙さと,多様なグローバルな環境におけるその影響を理解するために,さらなる研究が必要である.
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