思想,背景和大学入学:在过渡到高中时对成长思维信念的长远看法
Cameron A Hecht1, Jenny Buontempo2, Rebecca Boylan2
1Department of Psychology, University of Rochester, Rochester, New York, USA.
概括
青少年的成长思维模式预测了大学入学,特别是对于低SES学生. 教师对成长思维方式的支持可能会增强这些效应,影响长期的教育成就.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 教育社会学教育的社会学
背景情况:
- 在美国,学术进步的社会经济差异是一个持续的问题.
- 增长思维干预措施显示出减少这些差异的潜力.
- 青少年的发展,特别是在高中过渡期间,对于长期的教育成果至关重要.
研究的目的:
- 检查成长思维在高中过渡期间短期学术进步中的作用.
- 研究成长思维方式对长期教育成就的贡献.
- 分析思维模式×背景视角对青少年学术发展轨迹的影响.
主要方法:
- 从一项针对九年级学生的国家代表性研究 (国家学习心态研究,n=10,013) 的后续数据分析.
- 保守的贝叶斯分析,以评估增长思维方式信念的预测能力.
- 检查教师支持对成长思维方式和社会经济地位的缓和效应.
主要成果:
- 青少年在九年级的成长思维模式信念预测了四年后的大学入学情况.
- 这些预测模式对于来自较低社会经济背景的青少年来说更强烈.
- 教师对成长思维方式的支持显示了一些证据,证明学生思维方式对长期结果的影响有所缓解.
结论:
- 在关键的高中过渡期间,学生成长心态和教师支持的结合可以积极影响长期的教育轨迹.
- 增长思维方式有助于累积的成就和课程的途径,导致大学.
- 由于结构性障碍,增长思维对大学入学的预测能力在COVID-19后减少.
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