Abstract

Growth mindset plays an important role in students’ motivation for learning. Students who believe that their abilities are malleable are more likely to set mastery goals and to persist when encountering difficulties. Design-based makerspace – or a makerspace structured with design-based learning components – has many features known to improve growth mindset. The present study examined how growth mindset of 3rd–6th grade students developed over 2 years in a design-based makerspace course. Growth modeling was used to examine trajectories of students’ growth mindset as well as its two associative factors – self-efficacy and creative mindset. Results showed that students’ growth mindset initially decreased slightly in the first year, but significantly improved during the intervening period and remained high throughout the second year. Students with higher creative mindset showed more adaptive growth mindset trends. Our study contributes to an understanding about how makerspace experiences may contribute to growth mindset development.

摘要

成长心态在学生的学习动机中起着重要的作用。认为自己的能力具有延展性的学生更有可能设定精通目标，并在遇到困难时坚持不懈。基于设计的创客空间-或由基于设计的学习组件构成的创客空间-具有许多已知的可改善增长思维方式的功能。本研究调查了三年级至六年级学生在基于设计的创客空间课程中如何在两年内发展。成长模型用于检验学生成长心态的轨迹及其两个相关因素–自我效能感和创造力心态。结果表明，学生的成长心态最初在第一年略有下降，但在此期间则有了明显改善，并且在第二年一直保持较高水平。具有较高创意心态的学生表现出更多的适应性成长心态趋势。我们的研究有助于了解创客空间体验如何有助于增长思维方式的发展。