Does My Professor Think My Ability Can Change? Students' Perceptions of Their STEM Professors' Mindset Beliefs Predict Their Psychological Vulnerability, Engagement, and Performance in Class
Does My Professor Think My Ability Can Change? Students' Perceptions of Their STEM Professors' Mindset Beliefs Predict Their Psychological Vulnerability, Engagement, and Performance in Class
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教授认为我的能力会改变吗？学生对STEM教授心态信念的感知预测了他们的心理脆弱性、参与度和课堂表现
DOI：
10.1037/xge0000763
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发表时间：
2020-11-01
影响因子：
4.1
通讯作者：
Murphy, Mary C.
中科院分区：
文献类型：
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作者：
Muenks, Katherine;Canning, Elizabeth A.;Murphy, Mary C.
两个实验和两个实地研究考察了大学生对科学，技术，工程和数学（STEM）教授关于智力的固定性或可塑性的心态信念的看法如何预测学生在STEM课程中的预期和实际心理体验和表现，以及他们对STEM的参与和兴趣。在研究1（N = 252）和2（N = 224）中，教师的心态信念被实验操纵，学生接触到STEM教授，他们支持固定或成长的心态信念。在研究3（N = 291）和4（N = 902）中，我们检查了学生对他们实际STEM教授的心态信念的看法，并使用经验抽样方法（ESM）来捕捉他们在这些教授的课堂上的心理体验。在所有的研究中，我们发现，学生谁认为他们的教授赞同更固定的心态信念预期（研究1和2）和实际经验（研究3和4）更多的心理脆弱性，在这些教授的类，具体来说，他们报告较少属于类，更大的评价问题，更大的冒名顶替者的感觉，和更大的负面影响。我们还发现，心理脆弱的当下体验会产生下游后果。那些认为他们的STEM教授支持更固定的心态信念的学生在这些教授的课堂上经历了更大的心理脆弱性，这反过来又预测了更大的辍学意图，更低的课堂出勤率，更少的课堂参与度，更少的学期末对STEM的兴趣，以及更低的成绩。这些发现有助于我们理解学生对教授心态的看法如何作为影响学生在STEM中的动机，参与和表现的情景线索。
Two experiments and 2 field studies examine how college students' perceptions of their science, technology, engineering, and mathematics (STEM) professors' mindset beliefs about the fixedness or malleability of intelligence predict students' anticipated and actual psychological experiences and performance in their STEM classes, as well as their engagement and interest in STEM more broadly. In Studies 1 (N = 252) and 2 (N = 224), faculty mindset beliefs were experimentally manipulated and students were exposed to STEM professors who endorsed either fixed or growth mindset beliefs. In Studies 3 (N = 291) and 4 (N = 902), we examined students' perceptions of their actual STEM professors' mindset beliefs and used experience sampling methodology (ESM) to capture their in-the-moment psychological experiences in those professors' classes. Across all studies, we find that students who perceive that their professor endorses more fixed mindset beliefs anticipate (Studies 1 and 2) and actually experience (Studies 3 and 4) more psychological vulnerability in those professors' classes-specifically, they report less belonging in class, greater evaluative concerns, greater imposter feelings, and greater negative affect. We also find that in-the-moment experiences of psychological vulnerability have downstream consequences. Students who perceive that their STEM professors endorse more fixed mindset beliefs experience greater psychological vulnerability in those professors' classes, which in turn predict greater dropout intentions, lower class attendance, less class engagement, less end-of-semester interest in STEM, and lower grades. These findings contribute to our understanding of how students' perceptions of professors' mindsets can serve as a situational cue that affects students' motivation, engagement, and performance in STEM.