Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Elizabeth A Canning, Makita White, William B Davis
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Abstract

First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students' performance.

教师的 "成长心态 "信息可提高第一代大学生的学习成绩。
第一代(FG)大学生(即父母/监护人均未获得学士学位的学生)与连续一代学生相比,在大学中遇到了更多的障碍。这些障碍因导师传递的微妙信息而变得更加复杂,这些信息传达了这样一种观念,即要在科学领域取得成功,就必须具备天赋。与此相反,"成长型思维 "所传达的信息是,能力可以通过努力、寻求帮助和使用有效的学习策略来提高。在一门入学人数众多的生物入门课程中,学生被随机分配到在前两次考试后接收教师发送的包含成长型思维模式或对照组信息的电子邮件。与对照组相比,干预措施平均提高了每个人的课程成绩,尤其是对 FG 学生有益。成绩提高的部分原因是在课程网站上查阅课程资料的活动增加了。这项研究提供了初步证据,证明教师传达成长型思维模式的信息可以提高 FG 学生的成绩。
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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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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