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相关概念视频

Stereotype Threat and Self-fulfilling Prophecies02:09

Stereotype Threat and Self-fulfilling Prophecies

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When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
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Influence of Parents and Peers on Identity01:23

Influence of Parents and Peers on Identity

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Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth....
54
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Reliability and Validity01:29

Reliability and Validity

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Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
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Ethnic Identity within a Larger Culture01:27

Ethnic Identity within a Larger Culture

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Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
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Attitudes01:54

Attitudes

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Attitude is our evaluation of a person, an idea, or an object. We have attitudes for many things ranging from products that we might pick up in the supermarket to people around the world to political policies. Typically, attitudes are favorable or unfavorable: positive or negative (Eagly & Chaiken, 1993). And, they have three components: an affective component (feelings), a behavioral component (the effect of the attitude on behavior), and a cognitive component (belief and knowledge;...
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相关实验视频

Updated: Jul 1, 2025

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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教师的成长思维信息提高了第一代大学生学术表现.

Elizabeth A Canning1, Makita White1, William B Davis2

  • 1Department of Psychology, Washington State University, Pullman, WA 99163.

CBE life sciences education
|March 12, 2024
PubMed
概括

增长思维模式的信息提高了所有学生的入门生物学课程的成绩,第一代 (FG) 学生受益最多. 这种干预鼓励了努力和寻求帮助,提高了FG学生的成绩.

科学领域:

  • 教育心理学教育心理学
  • 生物教育教育 生物学教育

背景情况:

  • 第一代 (FG) 学生在高等教育中面临着独特的挑战.
  • 强调天生的天赋的微妙信息可能会阻止FG学生在科学中学习.
  • 增长思维原则表明,能力是通过努力和学习来发展的.

研究的目的:

  • 调查成长思维模式信息对学生在入门生物学中的表现的影响.
  • 为了确定成长思维干预措施是否特别有利于FG学生.

主要方法:

  • 在一个大型的入门生物学课程中,随机分配的学生可以收到增长思维或控制电子邮件消息.
  • 在前两次考试结束后,发送了信息.
  • 追踪学生的表现和与课程材料的接触.

主要成果:

  • 与对照信息相比,成长思维模式信息显著改善了整体课程成绩.
  • 学生表现特别强的成长思维干预的成长思维干预.
  • 增加对在线课程材料的访问,部分解释了绩效的提高.

结论:

  • 增长思维干预可以是一个有效的策略,以支持学生的科学学习.

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  • 沟通成长的心态可能有助于减轻FG学生的绩效差距.
  • 导师发起的宣传,促进成长思维模式,对提高教育公平有很大的希望.