本科生能力理论:思维定势、普遍性和光辉信念独特地预测着本科生的教育成果。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Lisa B Limeri, Nathan T Carter, Franchesca Lyra, Joel Martin, Halle Mastronardo, Jay Patel, Erin L Dolan
{"title":"本科生能力理论:思维定势、普遍性和光辉信念独特地预测着本科生的教育成果。","authors":"Lisa B Limeri, Nathan T Carter, Franchesca Lyra, Joel Martin, Halle Mastronardo, Jay Patel, Erin L Dolan","doi":"10.1187/cbe.22-12-0250","DOIUrl":null,"url":null,"abstract":"<p><p>Students' beliefs about their abilities (called \"lay theories\") affect their motivations, behaviors, and academic success. Lay theories include beliefs about the potential to improve intelligence (mindset), who (i.e., everyone or only some people) has the potential to be excellent in a field (universality), and whether reaching excellence in a field requires raw intellectual talent (brilliance). Research demonstrates that each of these beliefs influences students' educational experiences and academic outcomes. However, it remains unclear whether they represent distinct latent constructs or are susceptible to the \"jangle fallacy\" (i.e., different names given to the same underlying construct). We conducted a multiphase, mixed-methods study to 1) evaluate whether mindset, universality, and brilliance beliefs represent conceptually and empirically discriminable concepts, and 2) evaluate whether mindset, universality, and brilliance beliefs contribute unique explanatory value for both psychosocial (e.g., sense of belonging) and academic outcomes (e.g., course grades). To address these questions, we developed and collected validity evidence for a new measure of science and math undergraduates' lay theories, called the Undergraduate Lay Theories of Abilities (ULTrA) survey. Factor analyses suggest that mindset, brilliance, and universality are distinct and empirically discriminable constructs. Structural Equation Models indicate that each lay theory contributes unique predictive value to relevant outcomes.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar40"},"PeriodicalIF":4.6000,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756031/pdf/","citationCount":"0","resultStr":"{\"title\":\"Undergraduate Lay Theories of Abilities: Mindset, universality, and brilliance beliefs uniquely predict undergraduate educational outcomes.\",\"authors\":\"Lisa B Limeri, Nathan T Carter, Franchesca Lyra, Joel Martin, Halle Mastronardo, Jay Patel, Erin L Dolan\",\"doi\":\"10.1187/cbe.22-12-0250\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Students' beliefs about their abilities (called \\\"lay theories\\\") affect their motivations, behaviors, and academic success. Lay theories include beliefs about the potential to improve intelligence (mindset), who (i.e., everyone or only some people) has the potential to be excellent in a field (universality), and whether reaching excellence in a field requires raw intellectual talent (brilliance). Research demonstrates that each of these beliefs influences students' educational experiences and academic outcomes. However, it remains unclear whether they represent distinct latent constructs or are susceptible to the \\\"jangle fallacy\\\" (i.e., different names given to the same underlying construct). We conducted a multiphase, mixed-methods study to 1) evaluate whether mindset, universality, and brilliance beliefs represent conceptually and empirically discriminable concepts, and 2) evaluate whether mindset, universality, and brilliance beliefs contribute unique explanatory value for both psychosocial (e.g., sense of belonging) and academic outcomes (e.g., course grades). To address these questions, we developed and collected validity evidence for a new measure of science and math undergraduates' lay theories, called the Undergraduate Lay Theories of Abilities (ULTrA) survey. Factor analyses suggest that mindset, brilliance, and universality are distinct and empirically discriminable constructs. Structural Equation Models indicate that each lay theory contributes unique predictive value to relevant outcomes.</p>\",\"PeriodicalId\":56321,\"journal\":{\"name\":\"Cbe-Life Sciences Education\",\"volume\":\"22 4\",\"pages\":\"ar40\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2023-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756031/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cbe-Life Sciences Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1187/cbe.22-12-0250\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cbe-Life Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1187/cbe.22-12-0250","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

摘要

学生对自己能力的信念(称为“外行理论”)会影响他们的动机、行为和学业成功。外行理论包括关于提高智力的潜力(心态)、谁(即每个人或只有一些人)有潜力在某个领域表现出色(普遍性),以及在某一领域达到卓越是否需要原始的智力天赋(才华)的信念。研究表明,这些信念中的每一个都会影响学生的教育经历和学业成绩。然而,目前尚不清楚它们是代表不同的潜在结构,还是容易受到“jangle谬论”的影响(即,给同一个潜在结构起不同的名字)。我们进行了一项多阶段的混合方法研究,以1)评估心态、普遍性和才华信念是否代表了概念上和经验上可区分的概念,以及2)评估心态和普遍性以及才华信念是否对心理社会(如归属感)和学术成果(如课程成绩)都有独特的解释价值。为了解决这些问题,我们开发并收集了一项新的科学和数学本科生业余理论测量的有效性证据,称为大学生业余能力理论(ULTrA)调查。因子分析表明,心态、才华和普遍性是不同的、可凭经验区分的结构。结构方程模型表明,每个lay理论对相关结果都有独特的预测价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Undergraduate Lay Theories of Abilities: Mindset, universality, and brilliance beliefs uniquely predict undergraduate educational outcomes.

Students' beliefs about their abilities (called "lay theories") affect their motivations, behaviors, and academic success. Lay theories include beliefs about the potential to improve intelligence (mindset), who (i.e., everyone or only some people) has the potential to be excellent in a field (universality), and whether reaching excellence in a field requires raw intellectual talent (brilliance). Research demonstrates that each of these beliefs influences students' educational experiences and academic outcomes. However, it remains unclear whether they represent distinct latent constructs or are susceptible to the "jangle fallacy" (i.e., different names given to the same underlying construct). We conducted a multiphase, mixed-methods study to 1) evaluate whether mindset, universality, and brilliance beliefs represent conceptually and empirically discriminable concepts, and 2) evaluate whether mindset, universality, and brilliance beliefs contribute unique explanatory value for both psychosocial (e.g., sense of belonging) and academic outcomes (e.g., course grades). To address these questions, we developed and collected validity evidence for a new measure of science and math undergraduates' lay theories, called the Undergraduate Lay Theories of Abilities (ULTrA) survey. Factor analyses suggest that mindset, brilliance, and universality are distinct and empirically discriminable constructs. Structural Equation Models indicate that each lay theory contributes unique predictive value to relevant outcomes.

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
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信