增长思维的一种隐性衡量方法能够独特地预测失败后的学习行为
Kata Sik1, Jamie Cummins2,3, Veronika Job4
1Department of Occupational, Economic, and Social Psychology, University of Vienna, 1010 Wächtergasse 1, Vienna, Austria.
Scientific reports
|February 14, 2024
概括
隐含的智力理论,或思维方式,通常通过自我报告来衡量. 这项研究引入了一个隐性测量,发现它预测了失败后的学习参与度,甚至超出了明确的测量.
科学领域:
- 心理学 心理学 心理学
- 社会认知是指社会认知.
- 教育心理学教育心理学
背景情况:
- 隐含的智力理论或思维方式认为,关于智力的可塑性信念会影响对挑战的反应.
- 传统的评估依赖于明确的自我报告措施,可能缺少自动或无意识的信念系统.
- 整合隐性社会认知方法为理解智力思维方式提供了一种新的方法.
研究的目的:
- 使用鼠标追踪范式开发和验证智能思维方式的隐性测量方法.
- 调查隐式测量成长思维模式是否预测失败后的学习参与度.
- 检查隐式和显式情报思维之间的关系.
主要方法:
- 利用鼠标追踪的命题评估范式来评估生长和固定心态陈述的自发真相评估.
- 进行了两项预先注册的实验室研究,共377名参与者 (N=184;N=193).
- 评估隐式和显式智能思维方式,并在诱导失败经历后测量学习参与度.
主要成果:
- 隐式测量成长思维方式显著预测了失败后的学习参与度.
- 这种预测能力即使考虑到明确测量的增长思维方式,仍然很重要.
- 研究结果表明,智力思维方式的隐性和显式方面之间存在差异.
结论:
- 隐含的智能思维在适应性学习行为中起着至关重要的作用,特别是在经历挫折后.
- 这项研究强调了区分隐性和显式智能思维之间的必要性,以便全面理解.
- 结果对理论概念化和教育和心理学中的实际干预都有重大影响.
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