行动中的成长思维:促进学生兴趣和学术成功的教学实践
Eunjin Seo1, So Yeon Lee2, You-Kyung Lee3
1Texas State University, School of Family and Consumer Sciences, San Marcos, TX, USA.
Journal of youth and adolescence
|July 15, 2025
概括
增长思维教学实践会随着时间的推移提高学术兴趣和成绩. 这些好处对高中面临学术挑战的学生来说最为重要,在整个中学教育中支持动机.
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:
- 促进以增长思维为导向的教学,但长期影响未得到充分研究.
- 了解这些做法何时以及对谁最有效是至关重要的.
研究的目的:
- 检查成长思维教学对学术兴趣和成绩的纵向预测.
- 确定特定的条件和学生群体从这些实践中获益最多.
主要方法:
- 这是一项为期六年的纵向研究,对6853名韩国学生 (7-12年级) 进行了研究.
- 使用随机截取交叉滞后面板模型来分析数据.
主要成果:
- 感知成长心态教学显著预测了随后的学术兴趣和成就.
- 这些积极影响对于在高中遇到学术困难的学生来说尤为明显.
结论:
- 增长思维教学实践显示,对学生的动机和学术成果产生持续的积极影响.
- 有针对性的实施可能有利于在中学期间面临学术风险的学生.
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