你如何说这很重要:使用增长思维来改善教师反和居民动机
Michael J Furey1, Jamaica A Westfall-Snyder1, Jennifer Fieber2
1Department of Surgery, Geisinger Medical Center, Danville, Pennsylvania.
Journal of surgical education
|January 24, 2026
概括
在教师反 (FS) 中,成长思维语言 (GML) 被居民和教师强烈偏爱,而不是固定思维语言 (FML). GML增强了动力,福祉和人际关系,支持其在外科教育中的应用.
科学领域:
- 医学教育 医学教育
- 心理学在医学中的应用
背景情况:
- 在全国范围内,教师反 (FS) 满意度很低.
- 有限的研究存在于语言对居民动机的影响.
- 增长思维语言 (GML) 可能会增强内在动机.
研究的目的:
- 评估居民和教师对GML的偏好与FS中的固定思维语言 (FML) 的偏好.
- 描述GML和FML对居民动机的影响.
主要方法:
- 对外科住院生和教师进行的多机构调查研究.
- 参与者在书面和口头反中评估了对比的GML和FML陈述.
- 调查评估了偏好,对成长,情绪和动机的感知影响.
主要成果:
- 住院生和教师都普遍更喜欢GML陈述,而不是FML.
- GML促进了更大的感知成长,改进和动机.
- FS语言显著影响学习动机,情绪和教师关系.
结论:
- 在FS的外科住院生和教师中,GML优先于FS的FML.
- 转基因瘤积极影响动机,幸福感和教师关系.
- 推在GML的教师发展,因为它的积极影响.
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