学术参与降低了儿童的数学固定思维模式：五波随机截距交叉滞后面板模型

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-11-26 DOI:10.1016/j.lindif.2024.102595

Jia-Ming Yu , Ru-De Liu , Yi Ding , Rui Zhen

{"title":"学术参与降低了儿童的数学固定思维模式：五波随机截距交叉滞后面板模型","authors":"Jia-Ming Yu , Ru-De Liu , Yi Ding , Rui Zhen","doi":"10.1016/j.lindif.2024.102595","DOIUrl":null,"url":null,"abstract":"<div><div>This study used a Random Intercept Cross-Lagged Panel Model (RI-CLPM) and Cross-Lagged Panel Model (CLPM) to examine and compare the temporal associations between fixed mindset and academic engagement in mathematics among elementary school students in China, based on a follow-up survey with five time waves. By disentangling between- and within-person effects, the RI-CLPM fit the data much better than the CLPM. In the between-person effects, fixed mindset was significantly and negatively associated with academic engagement. In the within-person effects, the results showed that students' prior academic engagement lowered later fixed mindset cross all the time waves, but the opposite was not true. We proposed the action-alters-cognition approach based on the findings, and suggested that involving students to engage in learning activities is a more effective way to change their negative beliefs about intelligence.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102595"},"PeriodicalIF":3.8000,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Academic engagement lowered children's fixed mindset in mathematics: A random intercepts cross-lagged panel model with five waves\",\"authors\":\"Jia-Ming Yu , Ru-De Liu , Yi Ding , Rui Zhen\",\"doi\":\"10.1016/j.lindif.2024.102595\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study used a Random Intercept Cross-Lagged Panel Model (RI-CLPM) and Cross-Lagged Panel Model (CLPM) to examine and compare the temporal associations between fixed mindset and academic engagement in mathematics among elementary school students in China, based on a follow-up survey with five time waves. By disentangling between- and within-person effects, the RI-CLPM fit the data much better than the CLPM. In the between-person effects, fixed mindset was significantly and negatively associated with academic engagement. In the within-person effects, the results showed that students' prior academic engagement lowered later fixed mindset cross all the time waves, but the opposite was not true. We proposed the action-alters-cognition approach based on the findings, and suggested that involving students to engage in learning activities is a more effective way to change their negative beliefs about intelligence.</div></div>\",\"PeriodicalId\":48336,\"journal\":{\"name\":\"Learning and Individual Differences\",\"volume\":\"117 \",\"pages\":\"Article 102595\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-11-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Individual Differences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1041608024001882\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1041608024001882","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

摘要

本研究采用随机截距交叉滞后面板模型（RI-CLPM）和交叉滞后面板模型（CLPM），基于五个时间波的跟踪调查，研究并比较了中国小学生固定心态与数学学习投入之间的时间关联。通过区分人际效应和人内效应，RI-CLPM 比 CLPM 更好地拟合了数据。在人际效应中，固定型思维模式与学业参与度呈显著负相关。在人内效应中，结果显示学生之前的学业参与降低了后来的固定心态在所有时间波中的跨度，但反之则不成立。我们根据研究结果提出了 "行动-改变-认知 "的方法，认为让学生参与学习活动是改变他们对智力的消极信念的更有效方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Academic engagement lowered children's fixed mindset in mathematics: A random intercepts cross-lagged panel model with five waves

This study used a Random Intercept Cross-Lagged Panel Model (RI-CLPM) and Cross-Lagged Panel Model (CLPM) to examine and compare the temporal associations between fixed mindset and academic engagement in mathematics among elementary school students in China, based on a follow-up survey with five time waves. By disentangling between- and within-person effects, the RI-CLPM fit the data much better than the CLPM. In the between-person effects, fixed mindset was significantly and negatively associated with academic engagement. In the within-person effects, the results showed that students' prior academic engagement lowered later fixed mindset cross all the time waves, but the opposite was not true. We proposed the action-alters-cognition approach based on the findings, and suggested that involving students to engage in learning activities is a more effective way to change their negative beliefs about intelligence.

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

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).