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Boosting children’s math self-efficacy by enriching their growth mindsets and gender-fair beliefs
Theory Into Practice ( IF 3.124 ) Pub Date : 2021-06-24 , DOI: 10.1080/00405841.2021.1932156
Jeesoo Lee 1 , Hyun Ji Lee 1 , Mimi Bong 1
Affiliation  

ABSTRACT

Self-efficacy is easily the most important construct for engagement and success in achievement contexts. In this article, we aim to promote a better understanding of theory-driven practices that foster students’ self-efficacy beliefs in math, especially the practices that change young learners’ mindset and gender stereotypes in math. We briefly present the self-efficacy theory first, followed by theoretical and empirical findings within the mindset and stereotype literature that are relevant to self-efficacy enhancement. Next, we introduce the core concepts and messages, embedded psychological processes, and unique design features of a recent math intervention delivered as part of regular classroom instruction, which has proven effective for enriching children’s growth mindsets and gender-fair beliefs regarding math ability.



中文翻译:

通过丰富他们的成长心态和性别公平信念来提高孩子的数学自我效能

摘要

自我效能很容易成为成就环境中参与和成功的最重要的结构。在本文中,我们旨在促进更好地理解理论驱动的实践,以培养学生的数学自我效能信念,特别是改变年轻学习者的思维方式和数学中的性别刻板印象的实践。我们首先简要介绍自我效能理论,然后是与自我效能增强相关的心态和刻板印象文献中的理论和实证发现。接下来,我们介绍了作为常规课堂教学的一部分而提供的最近数学干预的核心概念和信息、嵌入的心理过程和独特的设计特征,该干预已被证明对于丰富儿童的成长心态和关于数学能力的性别公平信念是有效的。

更新日期:2021-06-24
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