大学生对错误的反应介导了成长心态与学习策略之间的联系

IF 5.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Stem Education Pub Date : 2024-05-30 DOI:10.1186/s40594-024-00485-4
Anastasia Chouvalova, Anisha S. Navlekar, Devin J. Mills, Mikayla Adams, Sami Daye, Fatima De Anda, Lisa B. Limeri
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引用次数: 0

摘要

学生采用各种学习策略来学习和掌握课程内容。这些策略在促进深入、长期学习方面的效果差别很大,但大多数学生经常使用无效的策略。对学生进行有效学习策略教育的工作表明,对有效策略的了解本身并不足以鼓励学生进行广泛而持久的改变。下一步的重要工作是揭示影响学生使用学习策略决策的因素。我们探讨了智力信念(思维方式、普遍性和聪明才智)与学习策略之间的关联。最有效的学习策略是容易出错的,而关于智力的信念会影响到错误是学习过程中正常甚至有益的一部分(如成长型思维模式),还是智力不足的表现(如固定型思维模式)。因此,我们假设,对错误的信念和反应将在智力信念和学习策略之间起到中介作用。我们对美国西北部一所研究活跃的公立大学生物入门班的 345 名本科生进行了调查,从而验证了这一假设。确认性因素分析表明,在我们的样本中,所有测量指标的内部结构均符合预期。我们拟合了一个结构方程模型来评估我们假设的模型。我们发现,心态(而非普遍性或聪明才智)可以预测错误信念和对错误的反应的差异。反过来,对错误的适应性反应(而不是对错误的信念)与高效学习策略的使用和学习时间的间隔有关。成长型思维模式与学习时间间隔之间存在明显的间接关系。我们的研究结果为解释学生的心态信念与学业成绩之间的联系提供了证据:相信智力是可以提高的与对犯错的适应性反应有关,而这种反应与选择更容易出错的学习策略有关,因此也与选择更有效的学习策略有关。未来旨在改善学生学习策略的干预措施,如果同时针对对错误的适应性反应和强调智力是可提高的,可能会更加有效。
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Undergraduates’ reactions to errors mediates the association between growth mindset and study strategies
Students employ a variety of study strategies to learn and master content in their courses. Strategies vary widely in their effectiveness for promoting deep, long-term learning, yet most students use ineffective strategies frequently. Efforts to educate students about effective study strategies have revealed that knowledge about effective strategies is by itself insufficient for encouraging widespread and lasting changes. An important next step is to uncover factors that influence the decisions students make about study strategy use. We explored the association between beliefs about intelligence (mindset, universality, and brilliance) and study strategies. The most effective study strategies are error-prone, and beliefs about intelligence carry implications for whether errors are a normal and even beneficial part of the learning process (e.g., growth mindset) or signs of insufficient intelligence (e.g., fixed mindset). Therefore, we hypothesized that beliefs about and reactions to errors would mediate a relationship between beliefs about intelligence and study strategies. We tested this hypothesis by surveying 345 undergraduates enrolled in an introductory biology class at a public, research-active university in northwestern United States. Confirmatory factor analysis indicated that the internal structure of all measures functioned as expected in our sample. We fit a structural equation model to evaluate our hypothesized model. We found that mindset, but not universality nor brilliance, predicts variance in both beliefs about errors and reactions to errors. In turn, adaptive reactions to errors (but not beliefs about errors) are associated with the use of highly effective study strategies and spacing study sessions. There was a significant indirect relationship between growth mindset and spacing of study sessions. Our results provide evidence for a mechanism explaining the association between students’ mindset beliefs and academic outcomes: believing that intelligence is improvable is associated with more adaptive reactions to making errors, which correlates with choosing more error-prone and therefore more effective study strategies. Future interventions aimed at improving students’ study strategies may be more effective if they simultaneously target reacting adaptively to errors and emphasize that intelligence is improvable.
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来源期刊
International Journal of Stem Education
International Journal of Stem Education Social Sciences-Education
CiteScore
12.40
自引率
11.90%
发文量
68
审稿时长
13 weeks
期刊介绍: The International Journal of STEM Education is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of education. As a peer-reviewed journal, it is positioned to promote research and educational development in the rapidly evolving field of STEM education around the world.
期刊最新文献
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