Xu Xiaoyu, Broadbent Jaclyn, Zhang Qiaoping
School of Mathematics, Guangdong University of Education, Guangzhou, Guangdong, China.
Centre for Research in Assessment and Digital Learning, Deakin University, Burwood, VIC, Australia.
Front Psychol. 2025 Jan 7;15:1494702. doi: 10.3389/fpsyg.2024.1494702. eCollection 2024.
Freshmen often encounter significant challenges in adapting to the complexity of university-level mathematics and independent learning. These challenges necessitate the development of strong self-regulated learning (SRL) skills to successfully navigate the demands of higher education. Building on mindset theory, this study explores how mathematical mindset-oriented interventions can support freshmen's mathematics learning during their transition to higher education mathematics, particularly in an online setting. This mixed-methods study involved 306 freshmen, who participated in an online calculus tutorial program, with 118 engaged in the mindset intervention and 188 serving as controls. The intervention significantly altered the students' perceptions of mathematics and improved their SRL strategies. Quantitative data were analyzed using descriptive statistics, ANOVA, -tests, and Structural Equation Modeling to examine the relationships between mathematical mindset, SRL, and academic achievement. Qualitative data from semi-structured interviews with 18 students were thematically analyzed to provide deeper insights into students' experiences and mindset development. Students with a mathematical mindset demonstrated enhanced SRL strategies and superior mathematical achievement. However, the fact that some students with a fixed mindset also achieved high levels of mathematical success points to the intervention's complex influence on academic confidence and achievement. These findings highlight the need for ongoing research into the mathematical growth mindset at the tertiary level and for adapting educational strategies to the changing dynamics of online education and diverse cultural backgrounds.
新生在适应大学水平数学的复杂性和自主学习方面常常面临重大挑战。这些挑战需要培养强大的自我调节学习（SRL）技能，以便成功应对高等教育的要求。基于思维模式理论，本研究探讨了以数学思维模式为导向的干预措施如何在新生向高等教育数学过渡期间，特别是在在线环境中，支持他们的数学学习。这项混合方法研究涉及306名新生，他们参加了一个在线微积分辅导项目，其中118人参与了思维模式干预，188人作为对照组。该干预显著改变了学生对数学的看法，并改善了他们的SRL策略。使用描述性统计、方差分析、t检验和结构方程模型对定量数据进行分析，以检验数学思维模式、SRL和学业成绩之间的关系。对18名学生进行半结构化访谈得到的定性数据进行了主题分析，以更深入地了解学生的经历和思维模式发展。具有数学思维模式的学生展示出更强的SRL策略和更优异的数学成绩。然而，一些具有固定思维模式的学生也取得了高水平的数学成就，这一事实表明该干预对学业信心和成绩的影响较为复杂。这些发现凸显了在高等教育层面持续研究数学成长型思维模式的必要性，以及使教育策略适应在线教育不断变化的动态和多样文化背景的必要性。
