Do my peers have a fixed or growth mindset? Exploring the behaviors associated with undergraduate STEM students’ perceptions of their peers’ mindsets about intelligence

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EXPERIMENTAL

Motivation and Emotion Pub Date : 2023-12-05 DOI:10.1007/s11031-023-10049-8

Katherine Muenks, Yiqiu Yan

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Abstract

Recent work has found that undergraduate students’ perceptions of their peers’ intelligence mindsets can either promote or hinder their sense of belonging, motivation, and challenge-seeking behaviors in their courses. In the present exploratory set of studies, we examine what specific behaviors signal to students that their peers have either growth or fixed mindsets. Using open-ended (Study 1) and closed-ended (Studies 2–3) measures, we identify five categories of behavior that signal peers’ mindsets to students: verbal or explicit messages, how much effort their peers exert, their peers’ willingness to help, how competitive their peers are, and the extent to which their peers are self-deprecating. In Study 3, we also find that students’ perceptions of their peers’ growth mindsets in a specific STEM course are associated with higher belonging, and lower emotional cost, self-handicapping, and procrastination in that course, replicating and extending previous work. Implications for college STEM instructors are discussed.

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我的同龄人是固定心态还是成长型心态?探索与STEM本科生对同龄人智力心态的认知相关的行为

最近的研究发现，本科生对同龄人智力思维模式的认知既可以促进也可以阻碍他们在课程中的归属感、动力和寻求挑战的行为。在目前的探索性研究中，我们研究了哪些特定的行为向学生发出信号，表明他们的同龄人要么有成长心态，要么有固定心态。使用开放式(研究1)和封闭式(研究2-3)的测量方法，我们确定了向学生传达同伴心态的五类行为:口头或明确的信息、同伴付出的努力程度、同伴的帮助意愿、同伴的竞争程度以及同伴的自嘲程度。在研究3中，我们还发现，在特定的STEM课程中，学生对同龄人成长心态的感知与该课程中更高的归属感、更低的情感成本、自我阻碍和拖延有关，复制和扩展了之前的工作。讨论了对大学STEM教师的影响。

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来源期刊

Motivation and Emotion Multiple-

CiteScore

5.40

自引率

4.20%

发文量

期刊介绍： Motivation and Emotion publishes articles on human motivational and emotional phenomena that make theoretical advances by linking empirical findings to underlying processes. Submissions should focus on key problems in motivation and emotion, and, if using non-human participants, should contribute to theories concerning human behavior. Articles should be explanatory rather than merely descriptive, providing the data necessary to understand the origins of motivation and emotion, to explicate why, how, and under what conditions motivational and emotional states change, and to document that these processes are important to human functioning.A range of methodological approaches are welcome, with methodological rigor as the key criterion. Manuscripts that rely exclusively on self-report data are appropriate, but published articles tend to be those that rely on objective measures (e.g., behavioral observations, psychophysiological responses, reaction times, brain activity, and performance or achievement indicators) either singly or combination with self-report data.The journal generally does not publish scale development and validation articles. However, it is open to articles that focus on the post-validation contribution that a new measure can make. Scale development and validation work therefore may be submitted if it is used as a necessary prerequisite to follow-up studies that demonstrate the importance of the new scale in making a theoretical advance.