目的反思有利于少数群体学生在STEM中的动机和幸福感
Amanda B Diekman1, Mansi P Joshi2,3, Andrew D White2
1Department of Psychological and Brain Sciences, Indiana University, Bloomington, USA. abdiekma@iu.edu.
对目标的反思有助于科学,技术,工程和数学 (STEM) 学生克服挑战. 这种目标反思改善了他们的态度,归属感和压力管理,特别是对于代表性不足的群体.
科学领域:
- 教育心理学教育心理学
- 在STEM教育研究研究中.
- 教育的社会心理学教育的社会心理学.
背景情况:
- 从历史上被排除在外的群体的学生在科学,技术,工程和数学 (STEM) 领域面临重大障碍.
- 将学术追求与个人价值观和动机联系起来,可以成为学生坚持和福祉的强大工具.
- 了解目标驱动反思对不同学生群体的影响对于包容性STEM教育至关重要.
研究的目的:
- 调查对STEM学生经验的目的反思的好处.
- 为了确定反思"为什么"他们追求他们的学位减轻了学生面临的挑战,特别是那些来自代表性不足的背景.
- 评估目的反思对学术态度,归属感和压力的影响.
主要方法:
- 一项随机对照试验,涉及466名本科STEM学生.
- 参与者参与了关于STEM挑战的书面反思.
- 一半的参与者被随机分配,将他们的挑战与他们的个人目标联系起来.
主要成果:
- 目的反思对学生对STEM专业的信念和态度产生了积极的影响.
- 反思目的的参与者报告说,他们在学术环境中增强了真实的归属感.
- 目的反思导致了更适应性的压力评估,对少数群体的学生有显著的好处.
- 影响是强大的跨性别和种族身份,显示更大的好处为代表性不足的群体.
结论:
- 目的反思作为一个有价值的干预来支持STEM学生,特别是那些从历史上被排斥的群体.
- 整合学生将他们的STEM工作与他们的目的联系在一起的机会,可以促进一个更具包容性和支持性的教育环境.
- 承认和支持学生目的的制度和文化变化对于促进STEM多样性和公平性至关重要.
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