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Mindset in the secondary school classroom: interaction with social value of effort and contingencies of self-worth
Educational Psychology in Practice Pub Date : 2021-04-02 , DOI: 10.1080/02667363.2021.1905613
C. Donohoe 1 , K.J. Topping 1 , E. Hannah 1
Affiliation  

ABSTRACT

This quantitative study examined year group, ability level and gender differences in mindset, social value of effort and contingencies of self-worth of 174 participants aged 13–18 years in a Scottish secondary school. The measures were Dweck's (2000) Theories of Intelligence Scale, Juvonen and Murdoch's (1995) Social Value of Effort Scale and Crocker's (2003) Contingencies of Self-Worth Scale. Analysis of Variance indicated no significant differences for mindset or age. However, significant gender differences were found for social value of effort and contingencies of self-worth. The research and practitioner implications of these findings are discussed. The limitations are that this study focussed on specific age and ability groups which could limit its generalisability. Future research should investigate these variables in wider contexts. Implications for educational psychologists’ practice include taking account of psychological and social factors in the adoption and implementation of interventions designed to improve pupils’ academic progress.



中文翻译:

中学课堂的心态:与努力的社会价值和自我价值的偶然性的相互作用

摘要

这项定量研究调查了苏格兰中学的 174 名 13-18 岁参与者在心态、努力的社会价值和自我价值的偶然性方面的年级组、能力水平和性别差异。这些措施是德韦克 (2000) 智力量表理论、朱沃宁和默多克 (1995) 努力量表的社会价值和克罗克 (2003) 自我价值量表的偶然性。方差分析表明心态或年龄没有显着差异。然而,在努力的社会价值和自我价值的偶然性方面发现了显着的性别差异。讨论了这些发现的研究和从业者的影响。局限性在于,这项研究侧重于特定的年龄和能力群体,这可能会限制其普遍性。未来的研究应该在更广泛的背景下调查这些变量。对教育心理学家实践的影响包括在采用和实施旨在提高学生学业进步的干预措施时考虑心理和社会因素。

更新日期:2021-04-02
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