题名

成長型思維的價值與實踐:當代教育的新趨勢

并列篇名

The Value and Practice of Growth Mindset in the New Trend of Contemporary Education

DOI

10.6423/HHHC.202207_(140).0006

作者

曾愛愛(Aoi Aoi Chen)

关键词

成長型思維 ; 教師成長型思維 ; 內隱理論 ; Growth Mindset ; Teacher Growth Mindset ; Implicit Theories

期刊名称

學校行政

卷期/出版年月

140期(2022 / 07 / 16)

页次

122 - 141

内容语文

繁體中文

中文摘要

成長型思維為新興思維理論。近年來,大量的研究發現成長維激發個體的內在動機,促進學習成效,積極投入和面對失敗或困難的韌性,減少壓力,也能幫助情緒調節的能力,增進幸福感。因此,成長型思維的培養無疑是當代教育的新趨勢。由此可見,富有成長型思維的教師深具其時代的重要性。本研究旨在介紹成長型思維特徵、教師成長型思維之價值、相關研究與實踐。根據成長型思維相關研究發現,研究者提出幾項策略以便教師可將成長型思維融入與實踐,建立一個成長型思維的教室文化,並期此研究能對後續研究有所助益。

英文摘要

Growth mindset is an emerging mindset theory. In recent years, numerous studies have found that growth mindset stimulates intrinsic motivation, promotes learning effectiveness, positive engagement and resilience, reduces stress, enhances emotional regulation, and well-being. The development of growth mindset is undoubtedly the new trend in contemporary education. Therefore, growth mindset is great significant in the professional development of teachers in this new era. The purpose of this study is to introduce the characteristics of growth mindset, the value of growth mindset, and related studies. Finally, several suggestions and classroom practices are proposed.

主题分类 社會科學 > 教育學
参考文献
  1. Blackwell, L. S.,Trzesniewski, K. H.,Dweck, C. S.(2007).Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention.Child Development,78(1),246-263.
  2. Boaler, J.(2022).Mathematical Mindsets: Unleashing Students’ Potential through Creative Mathematics, Inspiring Messages and Innovative Teaching.John Wiley & Sons.
  3. Boaler, J.,Dieckmann, J. A.,Pérez-Núñez, G.,Sun, K. L.,Williams, C.(2018).Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course.Frontiers in Education,3,26.
  4. Boaler、 J.,廖月娟(譯), Y.-J.(Trans.)(2021).大腦解鎖:史丹佛頂尖學者裘.波勒以最新腦科學推動學習革命.天下文化=Commonwealth..
  5. Brock, A.,Hundley, H.(2016).The growth mindset coach: A teacher’s month-by month handbook for empowering students to achieve.Ulysses Press.
  6. Brock、 A.,Hundley, H.,王素蓮(譯), S.-L.(Trans.)(2020).成長型思維學習指南:幫助孩子達成目標,打造心態致勝的實戰教.親子天下=Parenting Family Lifestyle.
  7. Burnette, J. L.,Babij, A. D.,Oddo, L. E.,Knouse, L. E.(2020).Self-regulation mindsets: Relationship to coping, Executive functioning, and ADHD.Journal of Social & Clinical Psychology,39(2),101-116.
  8. Chiu, C.,Hong, Y.,Dweck, C. S.(1997).Lay dispositionism and implicit theories of personality.Journal of Personality and Social Psychology,73(1),19-30.
  9. Duckworth, A. L.,Gross, J. J.(2014).Self-control and grit: Related but separable determinants of success.Current Directions in Psychological Science,23(5),319-325.
  10. Dweck, C. S.(1996).The psychology of action: Linking cognition and motivation to behavior.Guilford Press.
  11. Dweck, C. S.(2010).Even Geniuses Work Hard.Educational Leadership,68(1),16-20.
  12. Dweck, C. S.(2000).Self-theories: Their Role in Motivation, Personality, and Development.Psychology Press.
  13. Dweck, C. S.(2006).Mindset: The new psychology of success.Random House.
  14. Dweck, C. S.,Chiu, C.,Hong, Y.(1995).Implicit theories and their role in judgments and reactions: A world from two perspectives.Psychological Inquiry,6(4),267-285.
  15. Dweck, C. S.,Leggett, E. L.(1988).A social-cognitive approach to motivation and personality.Pscyhological Review,95,256-273.
  16. Gunderson, E. A.,Gripshover, S. J.,Romero, C.,Dweck, C. S.,Goldin‐Meadow, S.,Levine, S. C.(2013).Parent praise to 1- to 3-year-olds predicts children’s motivational frameworks 5 years later.Child Development,84(5),1526-1541.
  17. Gutshall, C. A.(2013).Teachers’ mindsets for students with and without disabilities | Kopernio.Psychology in the Schools,50,1073-1083.
  18. Jonsson, A.-C.,Beach, D.(2012).Predicting the use of praise among pre-service teachers: The influence of implicit theories of intelligence, social comparison and stereotype acceptance.Education Inquiry,3(2),259-281.
  19. Leroy, N.,Bressoux, P.,Sarrazin, P.,Trouilloud, D.(2007).Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate.European Journal of Psychology of Education,22(4),529-545.
  20. Mangels, J. A.,Butterfield, B.,Lamb, J.,Good, C.,Dweck, C. S.(2006).Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model.Social Cognitive and Affective Neuroscience,1(2),75-86.
  21. Mesler, R. M.,Corbin, C. M.,Martin, B. H.(2021).Teacher mindset is associated with development of students’ growth mindset.Journal of Applied Developmental Psychology,76,101299.
  22. Moser, J. S.,Schroder, H. S.,Heeter, C.,Moran, T. P.,Lee, Y.-H.(2011).Mind your errors: Evidence for a neural mechanism linking growth mind-set to adaptive posterror adjustments.Psychological Science,22(12),1484-1489.
  23. Mueller, C. M.,Dweck, C. S.(1998).Praise for intelligence can undermine children’s motivation and performance.Journal of Personality and Social Psychology,75(1),33-52.
  24. Murphy, M., Fryberg, S., Brady, L., Canning, E., & Hecht, C. (2021). Global Mindset Initiative Paper 1: Growth Mindset Cultures and Teacher Practices. https://doi.org/10.2139/ssrn.3911594
  25. Nalipay, Ma. J. N.,King, R. B.,Haw, J. Y.,Mordeno, I. G.,Dela Rosa, E. D.(2021).Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers.Learning and Individual Differences,92,102050.
  26. Nalipay, Ma. J. N.,King, R. B.,Mordeno, I. G.,Chai, C.-S.,Jong, M. S.(2021).Teachers with a growth mindset are motivated and engaged: The relationships among mindsets, motivation, and engagement in teaching.Social Psychology of Education
  27. Nalipay, Ma. J. N.,King, R. B.,Mordeno, I. G.,Wang, H.(2022).Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being.Educational Psychology,42(1),23-41.
  28. Nalipay, Ma. J. N.,Mordeno, I. G.,Semilla, J. B.,Frondozo, C. E.(2019).Implicit beliefs about teaching ability, teacher emotions, and teaching satisfaction.The Asia Pacific Education Researcher,28(4),313-325.
  29. Park, D.,Gunderson, E. A.,Tsukayama, E.,Levine, S. C.,Beilock, S. L.(2016).Young children’s motivational frameworks and math achievement: Relation to teacher reported instructional practices, but not teacher theory of intelligence.Journal of Educational Psychology,108(3),300-313.
  30. Patterson, M. M.,Kravchenko, N.,Chen-Bouck, L.,Kelley, J. A.(2016).General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers.Teaching and Teacher Education,59,180-190.
  31. Rattan, A.,Good, C.,Dweck, C. S.(2012).“It’s ok–Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students.Journal of Experimental Social Psychology,48(3),731-737.
  32. Ricci, M. C.(2013).Mindsets in the Classroom: Building a Growth Mindset Learning Community.Routledge.
  33. Rissanen, I.,Kuusisto, E.,Hanhimäki, E.,Tirri, K.(2018).Teachers’ implicit meaning systems and their implications for pedagogical thinking and practice: A case study from Finland.Scandinavian Journal of Educational Research,62(4),487-500.
  34. Rissanen, I.,Kuusisto, E.,Hanhimäki, E.,Tirri, K.(2018).The implications of teachers’ implicit theories for moral education: A case study from Finland.Journal of Moral Education,47(1),63-77.
  35. Rissanen, I.,Kuusisto, E.,Tuominen, M.,Tirri, K.(2019).In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices in a Finnish elementary school.Teaching and Teacher Education,77,204-213.
  36. Robins, R. W.,Pals, J. L.(2002).Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change.Self and Identity,1(4),313-336.
  37. Robinson, Cheska(2017).Growth mindset in the classroom.Science Scope,41(2),18-21.
  38. Ronkainen, R.,Kuusisto, E.,Tirri, K.(2019).Growth mindset in teaching: A case study of a Finnish elementary school teacher.International Journal of Learning, Teaching and Educational Research,18(8),141-154.
  39. Schmidt, J. A.,Shumow, L.,Kackar-Cam, H.(2015).Exploring teacher effects for mindset intervention outcomes in seventh-grade science classes.Middle Grades Research Journal; Charlotte,10(2),17-32.
  40. Schroder, H. S.,Dawood, S.,Yalch, M. M.,Donnellan, M. B.,Moser, J. S.(2015).The role of implicit theories in mental health symptoms, emotion regulation, and hypo thetical treatment choices in college students.Cognitive Therapy and Research,39(2),120-139.
  41. Shim, S. S.,Cho, Y.,Cassady, J.(2013).Goal structures: The role of teachers’ achieve ment goals and theories of intelligence.The Journal of Experimental Education,81(1),84-104.
  42. Shoshani, A.(2021).Growth mindset in the maths classroom: A key to teachers’ well being and effectiveness.Teachers and Teaching,27(8),730-752.
  43. Stipek, D. J.,Givvin, K. B.,Salmon, J. M.,MacGyvers, V. L.(2001).Teachers’ beliefs and practices related to mathematics instruction.Teaching and Teacher Education,17(2),213-226.
  44. Trouilloud, D.,Sarrazin, P.,Bressoux, P.,Bois, J.(2006).Relation between teachers’ early expectations and students’ later perceived competence in physical education classes: Autonomy-supportive climate as a moderator.Journal of Educational Psychology,98(1),75-86.
  45. Truax, M. L.(2018).The impact of teacher language and growth mindset feedback on writing motivation.Literacy Research and Instruction,57(2),135-157.
  46. Vermote, B.,Aelterman, N.,Beyers, W.,Aper, L.,Buysschaert, F.,Vansteenkiste, M.(2020).The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: A circumplex approach.Motivation and Emotion,44(2),270-294.
  47. Yeager, D. S.,Dweck, C. S.(2012).Mindsets that promote resilience: When students believe that personal characteristics can be developed.Educational Psychologist,47(4),302-314.
  48. Yeager, D. S.,Romero, C.,Paunesku, D.,Hulleman, C. S.,Schneider, B.,Hinojosa, C.,Lee, H. Y.,O’Brien, J.,Flint, K.,Roberts, A.,Trott, J.,Greene, D.,Walton, G. M.,Dweck, C. S.(2016).Using design thinking to improve psychological interventions: The sase of the growth mindset during the transition to high school.Journal of Educational Psychology,108(3),374-391.
  49. Zeng, G.,Chen, X.,Cheung, H. Y.,Peng, K.(2019).Teachers’ growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators.Frontiers in Psychology,10
  50. Zeng, G.,Hou, H.,Peng, K.(2016).Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience.Frontiers in Psychology,7
  51. Zhang, J.,Kuusisto, E.,Tirri, K.(2020).Same Mindset, Different Pedagogical Strategies: A Case Study Comparing Chinese and Finnish Teachers.International Journal of Learning, Teaching and Educational Research,19(2),248-262.
  52. Zhao, Y.,Niu, G.,Hou, H.,Zeng, G.,Xu, L.,Peng, K.,Yu, F.(2018).From growth mindset to grit in Chinese schools: The mediating roles of learning motivations.Frontiers in Psychology,9,2007.
  53. 陳雅慧(2018)。全球最大教育獎,一丹獎:讓教育革新者有更強大力量。載於親子天下。取自 https://www.parenting.com.tw/article/5076559(2022 年 3 月 9 日)【Chen, Y.-H., (2018). The world’s largest education award, The Yidan Prize: Empowering education innovators. Education. Parenting Family Lifestyle. https://www.parenting.com.tw/article/5076559】
  54. 蔡宇哲, Y. -C.(2020)。台灣學生害怕面對失敗?從PISA評量檢視科學教育。科學月刊,602
  55. 蔡進雄, C.-H.(2018)。成長型思維模式的教育新趨勢。國家教育研究院電子報,170