教师的支持可以预测学生的成长思维吗? 一个随机拦截的交叉滞后面板模型
Lene Vestad1, Edvin Bru1, Tuomo Virtannen1,2
1Norwegian Center for Learning Environment and Behavioral Research in Education, University of Stavanger, Stavanger, Norway.
The British journal of educational psychology
|July 12, 2025
概括
教师对学生的支持成长思维 (GM) 和学生GM相互影响. 这种双向关系凸显了在青少年中培养基因转基因的重要性.
科学领域:
- 教育心理学教育心理学
- 青少年发展 青少年发展
背景情况:
- 教师在培养学生的成长思维 (GM) 中发挥着至关重要的作用.
- 关于教师如何培养基因转基因及其对青少年学生思维方式的影响的研究有限.
研究的目的:
- 检查教师对学生成长思维 (TSGM) 的支持对学生GM的预测影响.
- 调查TSGM和学生GM之间的潜在双向关系.
主要方法:
- 从1760名挪威青少年 (8-10年级) 收集的数据.
- 随机拦截交叉滞后面板建模用于三个波段.
- 分析区分了人内和人间的影响.
主要成果:
- TSGM积极预测学生的GM.
- 学生的GM也积极预测了TSGM,表明了适度的双向关系.
- 随着时间的推移,在TSGM和GM之间观察到稳定,正相关性.
结论:
- 教师对GM的支持很重要,但学生的GM也会影响教师的支持.
- 存在一种自我强化循环,在这种循环中,有转基因的学生认为教师更有支持力.
- 教师应该识别和支持与转基因发展扎的学生,强调可塑性能力.
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