心态干预对大学生压力和学习动机的影响

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Innovative Higher Education Pub Date : 2024-04-10 DOI:10.1007/s10755-024-09706-8
Heidi H. Meyer, Lauren A. Stutts
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引用次数: 0

摘要

美国大学生的压力水平很高。成长型思维模式和压力即动力思维模式干预提供了减轻压力的方法,但对它们的研究却很少。本研究旨在考察心态干预对心态、压力、学习动机以及对假设学习情景的反应的影响。参与者包括210名大学生,他们被随机分为四组:成长型思维模式组(智力可塑性强)、压力型思维模式组(压力有益)、协同型思维模式组(智力可塑性强,压力有益)或控制型思维模式组(大脑功能)。干预后,成长型思维模式组和协同型思维模式组的成长型思维模式有所增加,成长型思维模式组的成长型思维模式高于压力型思维模式组和对照组。压力心态组和协同心态组在压力即增强心态方面有所提高,两组在干预后的压力即增强心态均高于成长心态组和对照组。所有小组的压力都有所下降,学习动机有所提高。协同组是唯一一个在所有主要结果上都有所改善的组别,而且该组学生在两种消极的假设学业情景中(如果他们没有完成作业或面对的是固定思维模式的教授),退学的可能性都更小。我们的研究结果表明,学生将从更多的思维方式干预中受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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The Effect of Mindset Interventions on Stress and Academic Motivation in College Students

Stress levels are high among college students in the United States. Growth mindset and stress-is-enhancing mindset interventions offer ways to reduce stress, but minimal research has examined them. This study’s aim was to examine the effect of mindset interventions on mindsets, stress, academic motivation, and responses to hypothetical academic scenarios. Participants included 210 college students who were randomized to one of four groups: growth mindset (intelligence is malleable), stress mindset (stress is beneficial), synergistic (intelligence is malleable, and stress is beneficial), or control (brain functions). The growth mindset and the synergistic mindset group increased in growth mindset, and the growth mindset group had higher growth mindset than the stress mindset and control group post-intervention. The stress mindset and the synergistic group increased in stress-is-enhancing mindset, and both groups had higher stress-is-enhancing mindsets than the growth mindset and control group post-intervention. All groups decreased in stress and increased in academic motivation. The synergistic group was the only group to improve on all the main outcomes, and students in this group were less likely to want to withdraw from a course in both negative hypothetical academic scenarios (if they failed an assignment or were faced with a professor with a fixed mindset). Our findings suggest that students would benefit from increased access to mindset interventions.

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来源期刊
Innovative Higher Education
Innovative Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
9.10%
发文量
46
期刊介绍: Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
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