对表现轨迹的不同思维方式的影响
Melody M Chao1, Allen H Huang2, Anirban Mukhopadhyay3
1Department of Management, the Hong Kong University of Science and Technology, Hong Kong, S.A.R., China. mchao@ust.hk.
NPJ science of learning
|August 28, 2025
概括
具有成长心态的学生最初表现出色, 但他们的优势逐渐消失. 增长和固定的思维方式都与成绩相关, 而不清楚的思维方式则导致学业成绩较差.
科学领域:
- 教育心理学
- 人力资本发展
背景情况:
- 这种"成长思维"被广泛推广以提高教育成果.
- 它的有效性是有争议的, 需要进一步研究其自然效应.
研究的目的:
- 研究成长思维对学业成绩轨迹的纵向影响.
- 探索从大学入学到毕业的思维方式与学生成绩之间的微妙关系.
主要方法:
- 对915名学生进行了纵向分析.
- 使用了6,918个学生学期和33,607个学生课程的观察结果.
- 检查了学术表现的轨迹.
主要成果:
- 具有较强成长心态的学生最初的表现优于固定心态的学生.
- 这种初步优势在学习过程中逐渐减弱.
- 增长思维有助于应对新的学术挑战.
- 增长和固定的思维方式都与更高的成绩有关; 缺乏明确的思维方式与更差的结果相关.
结论:
- 思想在学业成功中起着复杂的作用.
- 教育机构应考虑人力资本发展的细微思维动态.
- 清晰,明确的思维方式 (增长或固定) 比模两可的思维方式更有益.
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