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
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.
- 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.
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