Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach
Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach
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DOI：
10.1016/j.cedpsych.2014.06.003
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发表时间：
2014-07-01
影响因子：
10.3
通讯作者：
Cromley, Jennifer G.
中科院分区：
文献类型：
--
作者：
Dai, Ting;Cromley, Jennifer G.
这项纵向研究旨在调查生物学能力内隐理论的变化与大学生从 STEM 专业退学之间的关联。我们利用 4 个时间点的自我报告数据和两个协变量生物学领域知识和推理以及入门课程成绩，对生物学实体和增量信念的一年增长模式进行建模，并利用隐性理论的增长轨迹预测 STEM 辍学率。结果表明，随着时间的推移，学生的实体信念增加，而增量信念减少，这为内隐信念在短时间内的可变性提供了支持。增量信念的增长与超出生物学课程等级和生物学领域知识和推理能力的 STEM 辍学直接相关。增量信念的低截距和负斜率预示着离开 STEM 专业；然而，实体信念的下降并没有对辍学产生显着影响。有趣的是，生物学领域知识和推理对 STEM 辍学的影响是由生物学课程成绩和增量信念调节的。研究结果表明，为了更好地理解和促进 STEM 保留，监测学生内隐信念和入门课程成绩的变化非常重要。 (C) 2014 Elsevier Inc. 保留所有权利。
This longitudinal study was designed to investigate the associations between changes in implicit theories of ability in, biology and college students' dropout from STEM majors. We modeled the one-year growth patterns of entity and incremental beliefs about ability in biology with 4 time points of self-reported data and two covariates biology domain knowledge and inference making and gateway course grade, and predicted STEM dropout with the growth trajectories of implicit theories. Results indicated that students' entity beliefs increased, while incremental beliefs decreased over time, which provides support for the changeability of implicit beliefs over a short period of time. The growth of incremental beliefs was directly associated with STEM dropout above and beyond biology course grade and biology domain knowledge and inference making. Low intercept and negative slope of incremental beliefs predicted leaving STEM majors; however, the decline of entity beliefs did not have significant effects on dropout. Interestingly, the effect of biology domain knowledge and inference making on STEM dropout was mediated by biology course grade and incremental beliefs. The findings imply the importance of monitoring changes in students' implicit beliefs and gateway course achievement in order to better understand and promote STEM retention. (C) 2014 Elsevier Inc. All rights reserved.