{"title":"心态的生物生态学视角","authors":"Matthew H. Kim","doi":"10.1016/j.cedpsych.2023.102173","DOIUrl":null,"url":null,"abstract":"<div><p>Mindset—beliefs about the malleability of intelligence—has been traditionally conceptualized as an individual-level construct. The present study adapts, proposes, and applies a bioecological model to examine how learners perceive the intelligence mindset beliefs possessed by important socializing agents—parents, teachers, and peers—and whether and how these perceived mindset beliefs shape individuals’ own understanding of intelligence and intelligence mindset. Inductive coding of focus group data from 42 undergraduate students in the United States revealed six themes reflecting the dynamic interplay between person and context: (1) Definitions of intelligence reflect resource, force, and demand characteristics, (2) Students largely endorse growth mindset beliefs, but not unconditionally, (3) Supports and supportive environments shape intelligence mindset, (4) Individual differences in perspective taking shape perceptions of intelligence mindset, (5) The impact of age and generational status on intelligence mindset depends on socializing agent, and (6) Identity markers shape student perceptions of intelligence and intelligence mindset. Findings demonstrate the utility in applying a bioecological model for the study of mindset and point to new directions for examining the synergistic impact of person-context interactions on student motivation, learning, and achievement.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102173"},"PeriodicalIF":3.9000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"A bioecological perspective on mindset\",\"authors\":\"Matthew H. Kim\",\"doi\":\"10.1016/j.cedpsych.2023.102173\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Mindset—beliefs about the malleability of intelligence—has been traditionally conceptualized as an individual-level construct. The present study adapts, proposes, and applies a bioecological model to examine how learners perceive the intelligence mindset beliefs possessed by important socializing agents—parents, teachers, and peers—and whether and how these perceived mindset beliefs shape individuals’ own understanding of intelligence and intelligence mindset. Inductive coding of focus group data from 42 undergraduate students in the United States revealed six themes reflecting the dynamic interplay between person and context: (1) Definitions of intelligence reflect resource, force, and demand characteristics, (2) Students largely endorse growth mindset beliefs, but not unconditionally, (3) Supports and supportive environments shape intelligence mindset, (4) Individual differences in perspective taking shape perceptions of intelligence mindset, (5) The impact of age and generational status on intelligence mindset depends on socializing agent, and (6) Identity markers shape student perceptions of intelligence and intelligence mindset. Findings demonstrate the utility in applying a bioecological model for the study of mindset and point to new directions for examining the synergistic impact of person-context interactions on student motivation, learning, and achievement.</p></div>\",\"PeriodicalId\":10635,\"journal\":{\"name\":\"Contemporary Educational Psychology\",\"volume\":\"73 \",\"pages\":\"Article 102173\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2023-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Contemporary Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0361476X23000279\",\"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":"Contemporary Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0361476X23000279","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Mindset—beliefs about the malleability of intelligence—has been traditionally conceptualized as an individual-level construct. The present study adapts, proposes, and applies a bioecological model to examine how learners perceive the intelligence mindset beliefs possessed by important socializing agents—parents, teachers, and peers—and whether and how these perceived mindset beliefs shape individuals’ own understanding of intelligence and intelligence mindset. Inductive coding of focus group data from 42 undergraduate students in the United States revealed six themes reflecting the dynamic interplay between person and context: (1) Definitions of intelligence reflect resource, force, and demand characteristics, (2) Students largely endorse growth mindset beliefs, but not unconditionally, (3) Supports and supportive environments shape intelligence mindset, (4) Individual differences in perspective taking shape perceptions of intelligence mindset, (5) The impact of age and generational status on intelligence mindset depends on socializing agent, and (6) Identity markers shape student perceptions of intelligence and intelligence mindset. Findings demonstrate the utility in applying a bioecological model for the study of mindset and point to new directions for examining the synergistic impact of person-context interactions on student motivation, learning, and achievement.
期刊介绍：
Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions.
The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.
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