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首页> 外文期刊>Biochemistry and molecular biology education >Growth mindset interventions improve academic performance but not mindset in biochemistry
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Growth mindset interventions improve academic performance but not mindset in biochemistry

机译：成长型思维干预可以提高学习成绩，但不能提高生物化学的思维方式

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摘要

Growing evidence suggests that students' self-beliefs about altering their academic abilities can directly influence long-term achievement. These self-beliefs or mindsets can either be fixed (unchangeable) or growth oriented. Students with growth mindsets believe their academic abilities can change, which leads to higher grades and academic persistence in contrast to students with fixed mindsets. However, less is known about how these attributes affect student learning, particularly in college level biochemistry courses. In this study, we utilized metacognitive interventions to promote growth mindset among third and fourth year undergraduate students enrolled in a one semester Biochemistry survey course. Using a mixed-methods study design, we evaluated student mindset, attitudes toward learning, and academic performance over four semesters. Our results suggest that although students' mindsets did not change as a result of growth mindset interventions, their positive perceptions about learning versus performance did increase. Furthermore, students receiving growth mindset interventions significantly outperformed students who did not receive interventions on the final cumulative exam that assessed critical thinking skills. These results suggest that these types of metacognitive interventions can be an effective tool to improve student academic performance in a biochemistry course.
机译：越来越多的证据表明，学生对改变学术能力的自信会直接影响长期成就。这些自信或心态可以是固定的（不可改变的），也可以是以成长为导向的。具有成长型思维模式的学生认为他们的学术能力可以改变，与具有固定型思维模式的学生相比，这会导致更高的成绩和学术毅力。然而，人们对这些属性如何影响学生的学习知之甚少，尤其是在大学水平的生物化学课程中。在这项研究中，我们利用元认知干预来促进参加一个学期的生物化学调查课程的三年级和四年级本科生的成长心态。我们采用混合方法研究设计，评估了学生在四个学期的心态、学习态度和学业成绩。我们的研究结果表明，尽管学生的心态没有因成长型思维干预而改变，但他们对学习与表现的积极看法确实有所增加。此外，接受成长型思维干预的学生在评估批判性思维技能的最终累积考试中的表现明显优于未接受干预的学生。这些结果表明，这些类型的元认知干预可以成为提高学生在生物化学课程中学业成绩的有效工具。

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