成长型思维对香港学生综合写作成绩的动机和策略运用的影响

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-07-03 DOI:10.1007/s10212-024-00859-w

Jiahuan Zhang, Yaping Liu, Choo Mui Cheong

{"title":"成长型思维对香港学生综合写作成绩的动机和策略运用的影响","authors":"Jiahuan Zhang, Yaping Liu, Choo Mui Cheong","doi":"10.1007/s10212-024-00859-w","DOIUrl":null,"url":null,"abstract":"<p>Growth mindset (GM) theory conceptualizes that one’s ability can be improved with effort (Dweck, Self-theories: Their role in motivation, personality, and development, Taylor & Francis, 1999) from a social-cognitive perspective. Self-determination theory (SDT) emphasizes the motivational source of learning, i.e. autonomous motivation (AM) and controlled motivation (CM). The two motivational theories can both lead to strategy use (SU) in writing contexts. To provide a more comprehensive understanding of motivation, this study investigated GM, AM, CM and SU through an integrated writing task. Participants were 465 secondary-four students in Hong Kong. Structural equation modelling showed that GM indirectly promoted writing performance through the mediation of AM and SU. Besides, neither motivations exerted direct effect on writing performance, whereas both did so via the mediation of SU. The findings unveiled the importance of GM in Hong Kong secondary school students’ writing performance since it contributed to AM and SU. Regarding pedagogical implications, we encourage the proliferation of GM in every-day classroom.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"136 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effect of growth mindset on motivation and strategy use in Hong Kong students’ integrated writing performance\",\"authors\":\"Jiahuan Zhang, Yaping Liu, Choo Mui Cheong\",\"doi\":\"10.1007/s10212-024-00859-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Growth mindset (GM) theory conceptualizes that one’s ability can be improved with effort (Dweck, Self-theories: Their role in motivation, personality, and development, Taylor & Francis, 1999) from a social-cognitive perspective. Self-determination theory (SDT) emphasizes the motivational source of learning, i.e. autonomous motivation (AM) and controlled motivation (CM). The two motivational theories can both lead to strategy use (SU) in writing contexts. To provide a more comprehensive understanding of motivation, this study investigated GM, AM, CM and SU through an integrated writing task. Participants were 465 secondary-four students in Hong Kong. Structural equation modelling showed that GM indirectly promoted writing performance through the mediation of AM and SU. Besides, neither motivations exerted direct effect on writing performance, whereas both did so via the mediation of SU. The findings unveiled the importance of GM in Hong Kong secondary school students’ writing performance since it contributed to AM and SU. Regarding pedagogical implications, we encourage the proliferation of GM in every-day classroom.</p>\",\"PeriodicalId\":47800,\"journal\":{\"name\":\"European Journal of Psychology of Education\",\"volume\":\"136 1\",\"pages\":\"\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Psychology of Education\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10212-024-00859-w\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-024-00859-w","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

摘要

成长型思维模式（GM）理论从社会认知的角度出发，认为一个人的能力可以通过努力得到提高（Dweck，《自我理论》：Taylor&Francis，1999 年）。自我决定理论（SDT）强调学习的动机来源，即自主动机（AM）和受控动机（CM）。这两种动机理论都能导致写作情境中的策略使用（SU）。为了更全面地了解学习动机，本研究通过一项综合写作任务对GM、AM、CM和SU进行了调查。研究对象为465名香港中四学生。结构方程模型显示，GM通过AM和SU的中介作用间接促进了写作成绩。此外，这两种动机都没有对写作成绩产生直接影响，但都通过SU的中介作用产生了影响。研究结果揭示了GM对香港中学生写作表现的重要性，因为它对AM和SU都有促进作用。关于教学意义，我们鼓励在日常课堂中推广GM。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

摘要图片

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

The effect of growth mindset on motivation and strategy use in Hong Kong students’ integrated writing performance

Growth mindset (GM) theory conceptualizes that one’s ability can be improved with effort (Dweck, Self-theories: Their role in motivation, personality, and development, Taylor & Francis, 1999) from a social-cognitive perspective. Self-determination theory (SDT) emphasizes the motivational source of learning, i.e. autonomous motivation (AM) and controlled motivation (CM). The two motivational theories can both lead to strategy use (SU) in writing contexts. To provide a more comprehensive understanding of motivation, this study investigated GM, AM, CM and SU through an integrated writing task. Participants were 465 secondary-four students in Hong Kong. Structural equation modelling showed that GM indirectly promoted writing performance through the mediation of AM and SU. Besides, neither motivations exerted direct effect on writing performance, whereas both did so via the mediation of SU. The findings unveiled the importance of GM in Hong Kong secondary school students’ writing performance since it contributed to AM and SU. Regarding pedagogical implications, we encourage the proliferation of GM in every-day classroom.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.