Mindset, Motivation, and Teaching Practice: Psychology Applied to Understanding Teaching and Learning in STEM Disciplines.
Mindset, Motivation, and Teaching Practice: Psychology Applied to Understanding Teaching and Learning in STEM Disciplines.
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DOI：
10.1187/cbe.19-11-0238
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发表时间：
2020-09
期刊：
影响因子：
--
通讯作者：
Cortez Z
中科院分区：
文献类型：
--
作者：
Richardson DS;Bledsoe RS;Cortez Z
动机和表现的心理学理论与科学，技术，工程和数学（STEM）学科的教学和学习有关。本研究应用德韦克的动机心态理论，教师的心态，教师的动机态度，并使用有效的教学实践之间的关系进行检查。在STEM学科教授本科课程的教师完成了一项调查，旨在评估固定与成长心态，掌握方向（动机和效能的衡量标准）和教学实践。结果支持与Dweck的动机理论一致的模型，即掌握导向调解教师的心态和教学行为之间的关系。看来，这种动机的心理学理论可能有助于理解STEM学科的教学和学习。在实现完全适用性之前，需要使用各种措施和教学背景进行更多的研究。
Psychological theories of motivation and performance are relevant to teaching and learning in the science, technology, engineering, and mathematics (STEM) disciplines. The present study applies Dweck’s mindset theory of motivation to an examination of the relationship among instructor mindset, instructor motivational attitudes, and the use of effective teaching practices. Faculty members who teach undergraduate courses in STEM disciplines completed a survey designed to assess fixed versus growth mindset, mastery orientation (measures of motivation and efficacy), and teaching practices. Results supported a model consistent with Dweck’s theory of motivation, whereby mastery orientation mediates the relationship between instructor mindset and teaching behaviors. It appears that this psychological theory of motivation may be helpful in understanding teaching and learning in STEM disciplines. More research using a variety of measures and teaching contexts is necessary before full applicability can be realized.
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影响因子：
7.6
作者：
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通讯作者：
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影响因子：
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DOI：
10.1187/cbe.14-02-0023
发表时间：
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期刊：
CBE life sciences education
影响因子：
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