FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students' Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments
FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students' Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments
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DOI：
10.1187/cbe.18-06-0108
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发表时间：
2019-03-01
影响因子：
3.7
通讯作者：
Corwin, Lisa A.
中科院分区：
文献类型：
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作者：
Henry, Meredith A.;Shorter, Shayla;Corwin, Lisa A.
应对科学挑战、克服困难、应对失败被认为是成功科学家的标志。然而，相对较少的研究调查了本科科学、技术、工程和数学（STEM）学生如何发展这些技能和性格，或者教师如何在本科STEM学习环境中促进这种发展。这是一个关键的差距，因为在STEM课堂中发现的独特文化和实践可能会影响学生在STEM教育期间和随后几年如何应对挑战和处理失败。为了指导旨在了解STEM学生如何培养挑战参与倾向和适应性应对失败能力的研究，我们生成了一个模型，代表学生如何在本科STEM学习环境中应对挑战和应对失败的假设。我们从调查心态、目标取向、归因、对失败的恐惧和应对的理论和研究中汲取信息，为我们的模型提供信息。我们提供这个模型作为社区测试、修改、阐述或反驳的工具。最后，我们敦促研究人员和教育工作者考虑开发、实施和严格测试旨在帮助学生在STEM环境中培养毅力和挑战参与倾向的干预措施。
Navigating scientific challenges, persevering through difficulties, and coping with failure are considered hallmarks of a successful scientist. However, relatively few studies investigate how undergraduate science, technology, engineering, and mathematics (STEM) students develop these skills and dispositions or how instructors can facilitate this development in undergraduate STEM learning contexts. This is a critical gap, because the unique cultures and practices found in STEM classrooms are likely to influence how students approach challenges and deal with failures, both during their STEM education and in the years that follow. To guide research aimed at understanding how STEM students develop a challenge-engaging disposition and the ability to adaptively cope with failure, we generate a model representing hypotheses of how students might approach challenges and respond to failures in undergraduate STEM learning contexts. We draw from theory and studies investigating mindset, goal orientations, attributions, fear of failure, and coping to inform our model. We offer this model as a tool for the community to test, revise, elaborate, or refute. Finally, we urge researchers and educators to consider the development, implementation, and rigorous testing of interventions aimed at helping students develop a persevering and challenge-engaging disposition within STEM contexts.