通过干预研究区分数学思维,成长思维和自我效能:一种神经可塑性方法
1School of Mathematics, Guangdong University of Education, Guangzhou, Guangdong, China.
Frontiers in psychology
|June 20, 2025
概括
数学思维 (MM) 和自我效能 (SE) 共同促进更好的数学成绩和认知灵活性. 增长思维 (GM) 提高了坚持和从错误中学习,加强了MM和SE.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 数学思维 (MM),成长思维 (GM) 和自我效能 (SE) 是影响学生数学成功的关键心理因素.
- 之前的研究强调了它们的重要性,但它们在干预中的独特作用需要进一步研究.
研究的目的:
- 研究MM,GM和SE对大学生数学成绩的单独和综合影响.
- 通过对干预诱导的变化的定性分析,探索神经可塑性,MM和GM的表现.
主要方法:
- 一种混合方法方法,将定量数据分析 (相关热图,可视化) 与面试数据的定性主题分析相结合.
- 这项研究利用了来自徐等的数据. 检查心理结构作为对教育干预的反应.
主要成果:
- 在MM和SE之间发现了一种协同关系,与更高的学业成绩,认知适应能力和参与度相关.
- 转基因对坚持和从错误中学习有积极的影响,间接支持MM和SE.
结论:
- MM和SE是数学成绩和认知灵活性的关键直接预测因素.
- 转基因在培养性和以增长为导向的学习方法方面发挥着至关重要的作用,补充MM和SE.
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