当前位置: X-MOL 学术Intelligence › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Testing the association of growth mindset and grades across a challenging transition: Is growth mindset associated with grades?
Intelligence ( IF 3.3 ) Pub Date : 2020-07-01 , DOI: 10.1016/j.intell.2020.101471
Yue Li , Timothy C. Bates

Abstract Mindset theory predicts that whether students believe basic ability is greatly malleable exerts a major influence on their own educational attainment ( Blackwell, Trzesniewski, & Dweck, 2007 ). We tested this prediction in two near-replication studies (total n = 832). In study 1 we tested the association of mindset with university grades in a cross-sectional design involving self-reported grades for 246 undergraduates. Growth mindset showed no association with grades (β = −0.02 CI95 [−0.16, 0.12], t = −0.26, p = .792). In study 2, we implemented a longitudinal design, testing the association of mindset with grade transcript scores across a series of challenging transitions: from high school to university entry, and then across all years of an undergraduate degree (n = 586). Contrary to prediction, mindset was not associated with grades across the challenging transition from high-school to the first year of university (β = −0.05 CI95 [−0.14, 0.05], t = −0.95, p = .345). In addition, mindset was unrelated to entry grades (p = .808). And no support was found for a predicted interaction of mindset with academic disadvantage across the transition (β = −0.03 CI95 [−0.12, 0.07], t = −0.54, p = .592). Follow-up analyses showed no association of mindset with improvement in grades at any subsequent year of the degree (minimum p-value 0.591). Jointly, these two near-replication studies suggest that, even across challenging transitions, growth mindset is either unrelated to educational attainment or has a very small negative influence.

中文翻译:

在充满挑战的转变中测试成长心态和成绩的关联:成长心态与成绩相关吗?

摘要 心态理论预测,学生是否相信基本能力具有很大的可塑性对他们自己的受教育程度有重大影响(Blackwell, Trzesniewski, & Dweck, 2007)。我们在两项接近复制的研究中测试了这一预测(总 n = 832)。在研究 1 中,我们在横断面设计中测试了心态与大学成绩的关联,该设计涉及 246 名本科生的自我报告成绩。成长心态与成绩无关(β = -0.02 CI95 [-0.16, 0.12], t = -0.26, p = .792)。在研究 2 中,我们实施了一项纵向设计,在一系列具有挑战性的转变中测试心态与成绩单分数的关联:从高中到大学入学,然后是本科学位的所有年份(n = 586)。与预测相反,心态与从高中到大学一年级的挑战性过渡的成绩无关(β = -0.05 CI95 [-0.14, 0.05], t = -0.95, p = .345)。此外,心态与入学成绩无关(p = .808)。并且没有发现支持在整个转型过程中心态与学术劣势的预测相互作用(β = -0.03 CI95 [-0.12, 0.07], t = -0.54, p = .592)。后续分析表明,心态与学位的任何后续年份的成绩提高都没有关联(最小 p 值 0.591)。这两项近乎复制的研究共同表明,即使在充满挑战的转型过程中,成长心态要么与受教育程度无关,要么产生的负面影响非常小。t = -0.95,p = .345)。此外,心态与入学成绩无关(p = .808)。并且没有发现支持在整个转型过程中心态与学术劣势的预测相互作用(β = -0.03 CI95 [-0.12, 0.07], t = -0.54, p = .592)。后续分析表明,心态与学位的任何后续年份的成绩提高都没有关联(最小 p 值 0.591)。这两项近乎复制的研究共同表明,即使在充满挑战的转型过程中,成长心态要么与受教育程度无关,要么产生的负面影响非常小。t = -0.95,p = .345)。此外,心态与入学成绩无关(p = .808)。并且没有发现支持在整个转型过程中心态与学术劣势的预测相互作用(β = -0.03 CI95 [-0.12, 0.07], t = -0.54, p = .592)。后续分析表明,心态与学位的任何后续年份的成绩提高都没有关联(最小 p 值 0.591)。这两项近乎复制的研究共同表明,即使在充满挑战的转型过程中,成长心态也与受教育程度无关,或者产生的负面影响非常小。后续分析表明,心态与学位的任何后续年份的成绩提高都没有关联(最小 p 值 0.591)。这两项近乎复制的研究共同表明,即使在充满挑战的转型过程中,成长心态要么与受教育程度无关,要么产生的负面影响非常小。后续分析表明,心态与学位的任何后续年份的成绩提高都没有关联(最小 p 值 0.591)。这两项近乎复制的研究共同表明,即使在充满挑战的转型过程中,成长心态要么与受教育程度无关,要么产生的负面影响非常小。
更新日期:2020-07-01
down
wechat
bug