Department of Psychology, Miami University.
Department of Psychological and Brain Sciences, Indiana University.
J Pers Soc Psychol. 2019 Aug;117(2):260-281. doi: 10.1037/pspa0000154. Epub 2019 Mar 14.
As students explore science and engineering fields, they receive messages about what competencies are required in a particular field, as well as whether they can reach their goals by entering the field. Faculty members convey information both about whether students might have the ability to succeed in a particular field and also whether students might want to succeed in a particular field-is this career one that serves the values or goals of the student? We hypothesize a novel pathway through which growth versus fixed mindset messages communicated by faculty affect students. Specifically, we explore whether emphasizing the potential for growth, rather than emphasizing fixed abilities, can indicate to students that science, technology, engineering, or math (STEM) fields offer opportunities to fulfill their goals. Across 8 studies, we find that perceiving that faculty endorse growth versus fixed mindset beliefs increases beliefs that STEM contexts afford communal and agentic goals; perceived communal affordances more strongly predict people's interest in pursuing STEM education and careers. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
当学生探索科学和工程领域时，他们会收到关于特定领域所需能力的信息，以及他们是否可以通过进入该领域来实现自己的目标。教师不仅传达学生是否有可能在特定领域取得成功的信息，还传达学生是否希望在特定领域取得成功的信息——这个职业是否符合学生的价值观或目标？我们假设了一条通过教师传达的增长型思维与固定型思维信息影响学生的新途径。具体来说，我们探讨了强调增长的潜力而不是强调固定的能力是否可以向学生表明，科学、技术、工程或数学（STEM）领域提供了实现目标的机会。在 8 项研究中，我们发现，感知到教师认可增长型思维与固定型思维信念，会增加人们对 STEM 环境提供社交和主体目标的信念；感知到的社交机会更强烈地预测了人们对追求 STEM 教育和职业的兴趣。（心理学文摘数据库记录（c）2019 APA，保留所有权利）。
