教师的智力谦卑有利于青少年的兴趣和学习
Tenelle Porter1, Mark R Leary2, Andrei Cimpian3
1Department of Psychology, Rowan University.
Developmental psychology
|October 31, 2024
概括
教师表达智力谦卑,或承认混乱和错误,可以增加学生的动机和参与学习. 这种方法培养了归属感和接受感,积极影响学业成绩.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 学习科学 学习科学
背景情况:
- 知识上的谦卑,以承认自己的局限为特征,众所周知有利于个人.
- 教师表达智力谦卑对学生学习成果的潜在好处仍未得到充分探索.
研究的目的:
- 调查教师对智力谦卑的表达是否提高了学生的学习动机和参与度.
- 确定智力谦卑影响学生成绩的心理机制.
- 检查教师的智力谦卑对学业成绩的纵向影响.
主要方法:
- 进行了五项研究,包括试点研究和与成人和青少年进行的全功率实验.
- 参与者的预期舒适度,兴趣和参与度被测量为对不同教师课堂描述的反应.
- 评估了诸如感知到教师接受,同行归属和对失败的信念等机制.
- 纵向数据跟踪了学生成绩的变化和表达智力谦卑的意愿.
主要成果:
- 教师模仿智力谦卑,而不是推或不提及,导致更大的预期舒适和兴趣的假设类.
- 学生认为,表现出智力谦卑的教师更容易接受并培养出更大的归属感.
- 教师表达的智力谦卑与学生的兴趣和参与度增加有关,特别是对年轻女性来说.
- 教师的智力谦卑预测了随着时间的推移,学生的成绩有所改善,通过学生表达智力谦卑的意愿来调解.
结论:
- 教师表达的智力谦卑可以积极影响学生的动机,参与和学习.
- 培养一个教师模范智力谦卑的课堂环境,可能会增强学生的归属感,并减少对失败的恐惧.
- 在教育工作者中鼓励智力谦卑,为改善教育成果提供了一个有希望的途径.
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