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Growth mindset intervention among French university students, and its articulation with proactive coping strategies
Educational Psychology ( IF 3.117 ) Pub Date : 2021-05-19 , DOI: 10.1080/01443410.2021.1917519
Sacha Parada 1 , Jean-François Verlhiac 1
Affiliation  

Abstract

The aim of this work is to examine the effects of a growth mindset intervention amongst first-year university students during a longitudinal study spanning over 1 month and to develop a model linking well-being and achievement variables. Growth mindset interventions, by teaching malleable instead of fixed self-conceptions, would allow students to be better equipped to face academic challenges. While previous research has focussed on academic achievement, we propose to examine the articulation between mindset and proactive coping strategies, and their impact on well-being, as well as achievement during the transition period that starting higher education, represents. Results showed a main effect of the intervention on student mindset right after the intervention delivery, but disappearing 2 weeks after; and links between growth mindset, effort attribution, mastery goals, proactive coping, stress and academic achievement. Methodological and theoretical points are discussed to improve both the intervention and the hypothesised model.



中文翻译:

法国大学生的成长心态干预及其与积极应对策略的衔接

摘要

这项工作的目的是在超过 1 个月的纵向研究中检查成长心态干预对一年级大学生的影响,并开发一个将幸福感和成就变量联系起来的模型。通过教授可塑性而不是固定的自我概念来进行成长心态干预,将使学生能够更好地应对学业挑战。虽然以前的研究集中在学术成就上,但我们建议检查心态和积极应对策略之间的联系,以及它们对幸福感的影响,以及开始接受高等教育所代表的过渡时期的成就。结果显示干预对学生心态的主要影响在干预实施后立即消失,但在 2 周后消失;以及成长心态之间的联系,努力归因、掌握目标、积极应对、压力和学业成就。讨论了方法和理论要点,以改进干预和假设模型。

更新日期:2021-05-19
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