期刊
PSYCHOLOGICAL SCIENCE
卷 33, 期 1, 页码 18-32出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/09567976211028984
关键词
wise interventions; growth mindset; motivation; adolescence; affordances; implicit theories; open data; open materials; preregistered
The study found that supporting students' growth mindset may require a supportive environment from teachers rather than students independently achieving it. Teachers' growth mindset plays a crucial role in students' growth mindset.
A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers' mindsets and answer a new question: Can students independently implement their growth mindsets in virtually any classroom culture, or must students' growth mindsets be supported by their teacher's own growth mindsets (i.e., the mindset-plus-supportive-context hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter hypothesis. This result stood up to potentially confounding teacher factors and to a conservative Bayesian analysis. Thus, sustaining growth-mindset effects may require contextual supports that allow the proffered beliefs to take root and flourish.
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