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Growth versus Fixed Mindset01:24

Growth versus Fixed Mindset

234
Carol Dweck introduced the term mindset to describe individuals' beliefs about their intellectual and personal capabilities. These beliefs significantly influence psychological processes such as motivation, goal-setting, and perseverance, ultimately shaping academic and life outcomes. Individuals generally possess one of two mindsets- a fixed or a growth mindset—each promoting different responses to success, failure, and challenge.Fixed vs. Growth MindsetA fixed mindset assumes that one's...
234
Metacognition01:26

Metacognition

706
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
706
Self-Efficacy01:29

Self-Efficacy

185
Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
185
Self-Regulation01:25

Self-Regulation

211
Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
211
Mathematical Modeling: Problem Solving01:29

Mathematical Modeling: Problem Solving

249
Mathematical modeling transforms real-world scenarios into mathematical expressions, allowing for structured problem-solving and analysis. This process involves defining the situation, assigning variables to measurable quantities, selecting an appropriate model, and solving the resulting equation. Such models are invaluable in finance, providing precise methods to evaluate investments, loans, and repayment structures.A widely used example is the calculation of fixed monthly payments on a loan,...
249
Introduction to Nonlinear Inequalities01:25

Introduction to Nonlinear Inequalities

201
Linear and nonlinear inequalities are fundamental for analyzing variable relationships and identifying ranges satisfying specific conditions. A linear inequality involves variables raised only to the first power, resulting in a straight-line graph. This line partitions the coordinate plane into two distinct regions: one that satisfies the inequality and one that does not. Each region represents a set of solutions where the linear relationship holds true under the specified constraint.Nonlinear...
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相关实验视频

Updated: Jan 13, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.4K

一个学习策略干预促进自我调节,成长的心态,并在入门数学课程的表现.

Sayed A Mostafa1, Kalynda Smith2, Katrina Nelson1

  • 1Department of Mathematics & Statistics, North Carolina A&T State University, Greensboro, NC 27411, USA.

European journal of investigation in health, psychology and education
|October 28, 2025
PubMed
概括

数学课程中的明确学习策略并没有改善代表性不足的学生的成长思维或自我调节学习 (SRL). 预先存在的思维方式和SRL的差异,而不是干预措施,预测了学业成绩.

关键词:
学习策略学习策略数学成长思维模式的成长思维模式路径分析路径分析自主调节的学习学习.社会认同是社会认同.

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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相关实验视频

Last Updated: Jan 13, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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科学领域:

  • 教育心理学教育心理学
  • 在STEM教育方面.
  • 数学教育教育 数学教育

背景情况:

  • 代表性不足的少数民族学生在门卫数学课程中经常面临挑战.
  • 培养数学成长心态和自我调节学习 (SRL) 对学术成功至关重要.
  • 明确的学习策略指导是支持这些学生的潜在干预措施.

研究的目的:

  • 研究将明确学习策略教学整合到大学数学课程中的有效性.
  • 为了检查对数学成长心态,SRL和少数民族学生的学业表现的影响.
  • 探索直接和间接的影响,考虑社会身份和学生的先前存在的差异.

主要方法:

  • 采用了一种解释性的顺序混合方法设计.
  • 通过前后调查/测试收集的定量数据分析了绩效结果.
  • 进行了定性焦点小组,以将发现置于背景.

主要成果:

  • 干预没有显著影响增长心态或SRL,也没有通过这些构造进行调解.
  • 观察到干预对业绩有负面的直接影响.
  • 基线思维,SRL和课程前准备是结果的强有力的预测指标;没有检测到学生身份的适度.

结论:

  • 单独的明确学习策略指导可能不会迅速改变入门数学中的思维方式或SRL.
  • 学生在思维方式和SRL中存在的差异显著影响学业成绩.
  • 洞察力有助于有效地嵌入学习策略,以增强STEM途径和公平,特别是在COVID后.