Changing Students’ Beliefs About Learning Can Unveil Their Potential

IF 3.4 Q1 EDUCATION & EDUCATIONAL RESEARCH
Paul A. O’Keefe, Hae Yeon Lee, Patricia Chen
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引用次数: 5

Abstract

Too often, students fall short of their potential. Although structural and cognitive factors can contribute to this underperformance, how students subjectively construe themselves and their educational contexts can also play significant roles. Social-psychological interventions can increase student motivation, resilience, and achievement by altering these construals. To provide general recommendations for their implementation, we focus on interventions that address common student concerns, which stem from maladaptive beliefs that (a) intelligence cannot be improved; (b) some academic topics are uninteresting and personally irrelevant; (c) learning is an unplanned, passive activity; and (d) others think that “people like me” do not have the potential for success. These interventions tend to be relatively brief, easily implemented, highly scalable, and low in cost, time, and labor. Through a partnership of psychological scientists and practitioners, these carefully contextualized, theory-driven interventions can help students achieve their potential.
改变学生的学习观念可以发掘他们的潜力
学生往往达不到他们的潜力。尽管结构和认知因素会导致这种表现不佳,但学生如何主观地理解自己和他们的教育环境也会发挥重要作用。社会心理干预可以通过改变这些解释来提高学生的动机、韧性和成就感。为了为其实施提供一般性建议,我们重点关注解决学生常见问题的干预措施,这些问题源于不适应的信念,即(a)智力无法提高;(b) 有些学术话题没有意思,与个人无关;(c) 学习是一种无计划的、被动的活动;(d)其他人认为“像我这样的人”没有成功的潜力。这些干预措施往往相对简短、易于实施、可扩展性强、成本、时间和劳动力低。通过心理科学家和从业者的合作,这些精心情境化、理论驱动的干预措施可以帮助学生发挥他们的潜力。
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
Policy Insights from the Behavioral and Brain Sciences
Policy Insights from the Behavioral and Brain Sciences Social Sciences-Public Administration
CiteScore
5.30
自引率
0.00%
发文量
24
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