个人和同行成长思维对学术弹性都很重要
Ronnel B King1, Jiajing Li2, Yi Wang3
1Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China.
NPJ science of learning
|February 12, 2026
概括
具有成长心态的学生,特别是当他们的同龄人也分享这种观点时,尽管面临社会经济挑战,但他们表现出更大的学术性. 这突出了个人和社会思维的联合力量,以获得学术成功.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 教育社会学教育的社会学
背景情况:
- 学术性使学生能够克服社会经济逆境.
- 学术复原力的促进者得到了广泛的研究,但增长思维方式的影响仍未得到充分探索.
- 个人和同行成长思维对学术性的影响需要进一步调查.
研究的目的:
- 调查个人和同行成长思维方式与学术弹性之间的联系.
- 检查这些思维方式对中学生的全球影响.
- 探索个人和同行成长思维方式对学术性的相互作用效应.
主要方法:
- 利用多层次的逻辑回归分析.
- 分析了79个国家的606,191名中学生的数据.
- 研究了成长思维方式与学术弹性之间的关系.
主要成果:
- 个人和同行成长的心态都与学术弹性有积极的相关性.
- 观察到一个显著的积极互动效应:具有个人和同行成长心态的学生表现出最高的学术弹性.
- 在个人和同行层面上,成长思维对于学术弹性至关重要.
结论:
- 个人成长思维方式对学生的学术弹性有很大贡献.
- 同行成长思维在培养学术弹性方面发挥着至关重要的作用.
- 个人和同行成长思维模式的协同效应提供了一个强大的途径,以提高全球学生的学术弹性.
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