University of Pittsburgh.
Washington University in St. Louis.
Child Dev. 2021 Sep;92(5):e957-e976. doi: 10.1111/cdev.13560. Epub 2021 Apr 2.
This article used self-regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11- to 15-year-old adolescents, students' beliefs that intelligence is malleable and capable of growth over time only predicted higher math engagement among students possessing the metacognitive skills to reflect upon and be aware of their learning progress. The results suggest that metacognitive skills may be necessary for students to realize their growth mindset. Thus, growth mindsets and metacognitive skills should be promoted together to capitalize on the mutually reinforcing effects of each, especially among students in socioeconomically disadvantaged schools.
本文以自我调节学习为理论视角，探讨了成长型思维模式和元认知对来自社会经济弱势学校的青少年学生数学参与的个体和交互关联。通过三项纵向研究，涉及 20711 至 15 岁的青少年，研究发现，学生们认为智力是可塑的，随着时间的推移可以增长，只有当学生具备反思和意识到自己学习进展的元认知技能时，这种信念才会预测他们更高的数学参与度。研究结果表明，元认知技能可能是学生实现成长型思维模式的必要条件。因此，应该共同促进成长型思维模式和元认知技能，利用彼此的增强效果，特别是在社会经济弱势学校的学生中。
