教师的成长思维,感知到的学校气候,和感知到的家长自主权支持调节学生的成长思维和学术成就之间的关系
1Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong SAR, China.
Journal of Intelligence
|January 24, 2025
概括
学生的学术成绩受到增长思维的推动,尤其是在支持的环境中. 教师,学校气候和家长的自主权显著调节这种关系,强调需要积极的教育环境.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 增长思维理论认为,人们对智力的信仰会影响学术成果.
- 研究越来越多地强调了增长思维效应的上下文依赖性.
- 了解环境主管对于优化学生成绩至关重要.
研究的目的:
- 调查教师的成长思维,学校气候和家长自主支持如何调节学生的成长思维和学业成绩之间的联系.
- 测试支持性环境增强学生成长思维方式的积极影响的假设.
- 确定影响这种关系的特定的正面和负面上下文因素.
主要方法:
- 使用了等级回归分析.
- 一个样本的358名中学生在上海,中国,参加了.
- 经过验证的仪器测量了学生和教师的成长思维,学校气候和家长自主支持;学术成绩是基于考试成绩.
主要成果:
- 教师的成长思维,积极的学校气候,以及父母对自主权的感知支持,积极调节了学生的成长思维与成就的联系.
- 负面的父母自主因素 (例如,压力,批评) 负面地调节了这种关系.
- 背景因素显著影响学生的成长思维方式如何影响学业成功.
结论:
- 学生的成长心态和学业成绩之间的关系不是绝对的,而是受到周围环境的显著调节.
- 创造支持性的教育环境,包括积极的教师和家长影响,对于利用成长思维的好处至关重要.
- 教育策略应考虑积极和消极的环境影响,以有效地促进学生的学业成绩.
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