文化取向对成长思维和学习自我效能之间的关系的温和影响:一个特定维度的模式
1Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China.
Behavioral sciences (Basel, Switzerland)
|January 8, 2025
概括
文化取向对成长思维方式如何影响学习自我效能产生重大影响. 长期导向增强了这种关系,而权力距离和避免不确定性减少了它,建议文化定制的干预措施.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 跨文化心理学 跨文化心理学
背景情况:
- 心态理论认为,关于能力可塑性的信念会影响学习和成就.
- 文化导向框架强调社会价值观如何塑造个人行为和观念.
- 心态理论的上下文依赖性需要探索文化对心态有效性关系的影响.
研究的目的:
- 调查文化取向在中国本科生中增长思维和学习自我效能之间的关系中所起的调节作用.
- 通过检查文化维度来解决思维理论的上下文依赖性.
- 了解特定的文化价值观如何影响成长思维方式的有效性.
主要方法:
- 一项涉及307名中国本科生的横截面研究.
- 使用的验证尺度:文化价值尺度 (CVScale),成长思维库存 (GMI) 和学习自我效率尺度 (LSES).
- 采用线性多重回归分析来测试调节效应.
主要成果:
- 在文化导向的调节中出现了一个特定维度的模式.
- 长期导向积极调节了成长思维-学习自我效率的联系.
- 权力距离和避免不确定性对这种关系产生了负面影响;个人主义/集体主义和成就动机没有显著影响.
结论:
- 文化取向与成长思维有显著的相互作用,可以预测学习的自我效能.
- 调查结果强调了文化背景在思维干预中的重要性.
- 文化定制的教育实践对于在不同环境中最大限度地提高成长思维方式的有效性至关重要.
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