Developing growth mindsets in engineering students: a systematic literature review of interventions
Developing growth mindsets in engineering students: a systematic literature review of interventions
复制标题
培养工程专业学生的成长心态：干预措施的系统文献综述
DOI：
10.1080/03043797.2021.1903835
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发表时间：
2021
影响因子：
2.3
通讯作者：
Mashudu Mokhithi
中科院分区：
文献类型：
--
作者：
A. Campbell;I. Direito;Mashudu Mokhithi
工程学专业的辍学与“固定思维”有关，即认为智力在出生时就固定了，这使得学生在面对新挑战时更有可能脱离。相比之下，“成长型思维”认为智力可以通过努力提高，这使得学生在面对困难时更有可能坚持下去。工程，教育和心理学数据库的系统文献综述探讨了不同的干预措施在工程专业学生发展成长心态的有效性，在评估这些干预措施的有效性和谁从这些干预措施中受益，在性别和学习年。我们通过地理位置，干预类型，评估心态的方法，研究的其他主题和有效性来比较干预措施。结果显示，15项纳入研究的有效性存在差异。这些发现将有助于教育工作者鼓励成长心态，从而支持学生的学业成功。
ABSTRACT Dropout from engineering studies has been linked to ‘fixed mindset’ beliefs of intelligence as fixed-at-birth that make students more likely to disengage when facing new challenges. In contrast, ‘growth mindset’ beliefs that intelligence can be improved with effort make students more likely to persist when confronting difficulties. This systematic literature review of engineering, education and psychology databases explores the effectiveness of different interventions in developing growth mindset in engineering students, what measures have been used in assessing the effectiveness of these interventions and who has benefited from these interventions, in terms of gender and year of study. We compare interventions by geographical location, intervention type, methodology for assessing mindsets, other topics studied, and effectiveness. The results show a variation in effectiveness among the fifteen included studies. The findings will be useful for educators who want to encourage growth mindset and thereby support the academic success of their students.
影响因子：
2.3
作者：
Briody, Elizabeth K.;Wirtz, Elizabeth;Berger, Edward J.
通讯作者：
Berger, Edward J.
影响因子：
3.7
作者：
Henry, Meredith A.;Shorter, Shayla;Corwin, Lisa A.
通讯作者：
Corwin, Lisa A.