质疑你在物理上的天赋：年级与性别对固定型思维的不同转变
Questioning your brilliance in physics: Differential shifts in fixed mindsets by grade and gender
- University of Pittsburgh（匹兹堡大学）
机构由 AI 辅助整理，请以论文原文为准。
AI总结：
本研究通过调查508名微积分物理课程学生，发现女性比男性更易从自信型思维转向固定型思维，尤其在获得B或C成绩时，揭示了思维模式随成绩和性别动态变化。
AI中文摘要：
学生的领域特定思维模式及其对通过努力提升能力的信念，在塑造其经验及坚持STEM学科的决定中起着关键作用。物理学通常被视为需要天生才智的领域，这可能会强化固定型思维，尤其是在大学入门课程中常见的初期表现挫折之后。在本研究中，我们考察了一门基于微积分的入门物理课程中固定型思维的变化及潜在的性别差异。我们的样本包括508名学生，平均年龄18岁，以白人为主，男性占多数。根据调查回答的分布，我们识别出三种不同的思维模式类别：犹豫型、希望型和自信型，分别描述学生在多大程度上拒绝物理中的固定型思维。结果显示，在高分组和低分组中，性别分布存在显著差异。我们还发现整个课程期间总体上向固定型思维的转变，并且控制初始思维模式的逻辑回归显示，女性比男性更有可能从自信型类别中转变出来。虽然大多数男性倾向于留在自信型类别中，但大多数女性则离开了该类别。特别是，这种不同的转变在获得B或C成绩的学生中可见，这是该课程中最常见的成绩。此外，男性内部根据所获成绩发生变化的概率差异相对较小，而女性在获得B或C时表现出向固定信念的显著下降。我们的发现为基于微积分的物理课程中学生思维的动态性、对成绩敏感的特性提供了实证证据。
英文摘要：
Students' domain-specific mindsets and their beliefs about their capacity to improve through effort play a crucial role in shaping their experiences and decisions to persist in STEM disciplines. Physics is generally seen as a field requiring innate brilliance, which can reinforce fixed mindsets, particularly after initial setbacks in performance that are common in introductory university courses. In this study, we examine changes in fixed mindsets and potential gender differences in an introductory calculus-based physics course. Our sample consisted of 508 students with an average age of 18, predominantly White, with men comprising the majority. Based upon survey response distributions, three distinct mindset categories were identified: Hesitant, Hopeful, and Confident, describing how strongly students rejected a fixed mindset in physics. The results suggested large gender differences in distributions at the high and low-end groups. We also found an overall decline toward fixed mindsets across the course, and logistic regressions controlling for initial mindsets showed that women were significantly more likely than men to shift away from the Confident category. While the majority of men tended to stay within the Confident category, the majority of women moved away from it. Particularly, this differential shift was seen among students receiving Bs or Cs, the most commonly awarded grades in this course. Furthermore, there were relatively small differences in the probability of change within men as a function of grades received, whereas women showed marked declines toward fixed beliefs with either a B or C. Our findings provide empirical evidence for the dynamic, grade-sensitive nature of students' mindsets in a calculus-based physics course.
