Although recent research has found that undergraduate students' perceptions of faculty growth mindsets are important predictors of their motivation, engagement, and performance, only a few studies have investigated the specific practices and behaviors that are associated with students' perceptions of faculty growth mindsets. In a sample of 3910 undergraduate science students, we found that students' reports of engagement in cognitively active, elaborative learning practices in their science classrooms, such as hands-on activities, interactive group discussions, and doing meaningful projects, were positively associated with their perceptions of science faculty growth mindset beliefs. Importantly, this association held even controlling for students' satisfaction with instruction in their science classes, their college GPA, and their year in college. Further, these associations were strongest for students who personally endorsed growth mindsets themselves, suggesting that students' personal mindsets shape how they perceive faculty teaching practices.

尽管最近的研究发现本科生对教师成长心态的看法是他们的动机、参与度和表现的重要预测因素，但只有少数研究调查了与学生对教师成长心态的看法相关的具体实践和行为。在 3910 名理科学生的样本中，我们发现学生在科学课堂中参与认知主动、精细学习实践的报告，例如动手活动、互动小组讨论和做有意义的项目，与他们的学习积极相关。对科学教师成长心态信念的看法。重要的是，该协会甚至控制了学生对科学课教学的满意度、大学 GPA、和他们在大学的那一年。此外，这些关联对于那些自己认可成长心态的学生来说是最强的，这表明学生的个人心态塑造了他们对教师教学实践的看法。