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Mindset, Self-Efficacy, and First Year College Students: Perceptions of Performance Accomplishments

机译：心态，自我效能和大一学生：对绩效素养的看法

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摘要

College-bound students move from various high school environments to a collegiate setting; this transition requires acclimation. There is increased interest in the understanding of college student adjustment to decrease student attrition, thus adjustment to college has been studied in different contexts, including social and academic. The construct of self-efficacy, or students' judgments of their capabilities to organize courses of action to perform tasks, attributes to college adjustment. Another construct, mindset, defined as a person's self-perception or "self- theory" effects learning, skill acquisition, success, and other aspects of life. The purpose of this study was to examine the effects of the use of mindset language in the college classroom, on student's perceptions of self-efficacy and mindset. For one fall semester, this study required treatment participants to participate in classes where mindset language was delivered by professors. Terms were derived from the Growth Mindset Framing and Feedback tools, and treatment professors received training to deliver the language in the subsequent 15-week semester. The treatment group completed eight Self-Assessment Prompts on Performance Accomplishments and Mindset (SAPPAM). The researcher also measured first-year students' self-efficacy and mindset using two qualitative instruments to explain perceptions of collegiate abilities (i.e., exam preparation and time management). Focused interviews and fidelity of treatment observations were conducted; the mixed-methods convergent parallel design was used to understand students' perceptions. A MANOVA was used to examine academic, social, and social integration self-efficacy of students who participated in classes infused with mindset language and those who were not in these classes. In addition, an ANOVA was used to understand differences in mindset for each group. Quantitatively, there were no significant differences for either procedure, though the data collected from student responses provided information pertaining to the college experience.
机译：上大学的学生从各种高中环境转到大学环境；这种过渡需要适应。人们越来越了解大学生调整以减少学生流失的兴趣，因此已经在包括社会和学术在内的不同背景下研究了对大学的调整。自我效能感的构建，或学生对他们组织执行任务的行动路线的能力的判断，是大学调整的属性。定义为人的自我感知或“自我理论”的另一种构造，思维定式会影响学习，技能获得，成功以及生活的其他方面。这项研究的目的是检验大学课堂中使用思维方式语言对学生的自我效能感和思维方式的影响。在一个秋季学期中，这项研究要求治疗参与者参加由教授传授思维方式语言的课程。术语来自“增长思维定势”和“反馈”工具，治疗教授接受了培训，可在随后的15周学期中使用该语言。治疗组完成了八项关于绩效成就和心态的自我评估提示（SAPPAM）。研究人员还使用两种定性工具来衡量一年级学生的自我效能和心态，以解释对大学能力的看法（即考试准备和时间管理）。进行了重点访谈和对治疗观察的保真度；混合方法融合并行设计用于理解学生的感知。 MANOVA用于检查参加了注入思维方式语言的班级的学生和未参加这些班级的学生的学术，社会和社会融合自我效能。另外，使用方差分析来理解每个组在心态上的差异。从学生的反应中收集的数据提供了与大学经历有关的信息，尽管在数量上，这两种方法都没有显着差异。

著录项

  • 作者

    Moore, Jeanette E.;

  • 作者单位

    Western Connecticut State University.;

  • 授予单位 Western Connecticut State University.;
  • 学科 Education.;Educational psychology.;Higher education.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 223 p.
  • 总页数 223
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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