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首页> 外文期刊>International Journal of STEM Education >Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change
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Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change

机译：增长成长思维：表征本科生心态变化的方式以及为何

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Background The extent to which students view their intelligence as improvable (i.e., their “mindset”) influences students’ thoughts, behaviors, and ultimately their academic success. Thus, understanding the development of students’ mindsets is of great interest to education scholars working to understand and promote student success. Recent evidence suggests that students’ mindsets continue to develop and change during their first year of college. We built on this work by characterizing how mindsets change and identifying the factors that may be influencing this change among upper-level STEM students. We surveyed 875 students in an organic chemistry course at four points throughout the semester and interviewed a subset of students about their mindsets and academic experiences. Results Latent growth modeling revealed that students tended to shift towards viewing intelligence as a stable trait (i.e., shifted towards a stronger fixed mindset and a weaker growth mindset). This trend was particularly strong for students who persistently struggled in the course. From qualitative analysis of students’ written survey responses and interview transcripts, we determined that students attribute their beliefs about intelligence to five factors: academic experiences, observing peers, deducing logically, taking societal cues, and formal learning. Conclusions Extensive prior research has focused on the influence of mindset on academic performance. Our results corroborate this relationship and further suggest that academic performance influences students’ mindsets. Thus, our results imply that mindset and academic performance constitute a positive feedback loop. Additionally, we identified factors that influence undergraduates’ mindset beliefs, which could be leveraged by researchers and practitioners to design more persuasive and effective mindset interventions to promote student success.
机译：背景，学生将智力视为可易济的程度（即，他们的“思维”）影响学生的思想，行为，最终是他们的学术成功。因此，了解学生的心态的发展对教育学者致力于理解和促进学生成功的极大兴趣。最近的证据表明，学生的心态在学院的第一年继续发展和变化。我们通过表征心态如何变化和识别可能影响上级干部学生之间这种变化的因素来构建这项工作。我们在整个学期的四分之一的有机化学课程中调查了875名学生，并采访了学生的一部分，了解他们的心态和学术经验。结果潜在增长建模揭示了学生倾向于将智力视为一种稳定的特质（即，转向更强大的固定心态和较弱的增长心态。这种趋势对于在课程中坚持不懈地挣扎的学生尤其强大。从学生书面调查响应和面试成绩单的定性分析，我们确定学生将他们的信仰归因于智力到五个因素：学术经验，观察同龄人，逻辑地致力于携带社会线索和正式学习。结论广泛的现有研究专注于心态对学术表现的影响。我们的结果证实了这种关系，并进一步表明学术表现影响了学生的心态。因此，我们的结果意味着心态和学术绩效构成了积极的反馈回路。此外，我们确定了影响本科生“心态信念的因素，这可以被研究人员和从业者利用，以设计更有说服力和有效的心态干预措施来促进学生的成功。

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