Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students.
Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students.
复制标题
教师的成长心态信息可提高第一代大学生的学业成绩。
DOI：
10.1187/cbe.23-07-0131
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发表时间：
2024
期刊：
影响因子：
--
通讯作者：
William B Davis
中科院分区：
文献类型：
--
作者：
Elizabeth A. Canning;Makita White;William B Davis
第一代(FG)大学生(即父母/监护人都没有获得学士学位的人)在大学里遇到的障碍比继续一代的学生更多。这些障碍因教师传递的微妙信息而变得更加复杂，这些信息传达了这样一种观点，即自然天赋是在科学领域取得成功所必需的。相比之下，成长心态传达的信息是，通过努力、寻求帮助和使用富有成效的学习策略，能力可以提高。在一门招生人数较多的生物入门课程中，学生们被随机分配，在前两次考试结束后，从他们的导师那里收到电子邮件，其中要么包含成长心态，要么包含控制信息。平均而言，与控制信息相比，干预提高了每个人的课程成绩，对FG学生尤其有益。成绩的提高部分是由于访问课程网站上的课程材料的活动增加所致。这项研究提供了初步证据，表明教师传达成长心态信息可以支持FG学生的表现。
First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students' performance.
影响因子：
7.6
作者：
Oyserman, Daphna;Bybee, Deborah;Terry, Kathy
通讯作者：
Terry, Kathy
影响因子：
4.6
作者：
Canning, Elizabeth A.;Limeri, Lisa B.
通讯作者：
Limeri, Lisa B.
DOI：
10.1073/pnas.2216315120
发表时间：
2023-01-03
影响因子：
11.1
作者：
Hecht, Cameron A.;Dweck, Carol S.;Murphy, Mary C.;Kroeper, Kathryn M.;Yeager, David S.
通讯作者：
Yeager, David S.