热爱情感如何影响青少年的STEM职业期望——成长型思维和科学素养的双中介模型  

How Love Emotion Affects Adolescents'STEM Career Expectations:A Dual-mediator Model of Growth Mindset and Scientific Literacy

作　　者：张庭芳 首新[1] 林长春[1] Zhang Tingfang;Shou Xin;Lin Changchun(Research Centre for Science and Technology Education and Communication,Chongqing Normal University,Chongqing,401331)

机构地区：[1]重庆师范大学科技教育与传播研究中心,重庆401331

出　　处：《考试研究》2025年第2期68-79,共12页Examinations Research

基　　金：重庆市教委2021年科学技术研究项目“基于交互式协作图示的科学论证提升机制研究”(项目号:KJQN202100548)。

摘　　要：青少年对科学的热爱情感反映其兴趣和正向的态度。STEM职业期望反映了青少年对于将来可能从事的科学相关工作的愿景与准备。以国际学生评价项目(PISA)韩国与新加坡两国8855名学生为样本,基于职业发展理论和期望价值理论,研究构建了以成长型思维和科学素养为双促进机制的双重中介模型。结果发现:青少年的科学热爱情感既能促进成长型思维进而激发STEM职业期望,也能提高科学素养进而促进STEM职业期望的形成。Adolescents'science love emotions reflects their interests and positive attitudes,and STEM career aspirations reflect their visions and preparations for possible science-related jobs in the future.Using a sample of 8,855 students from the Program for International Student Assessment(PISA)in South Korea and Singapore,the study constructed a dual-mediation model with growth mindset and scientific literacy as the dual facilitating mechanisms based on career development theory and expectancy-value theory.The results found that adolescents'love of science can promote both growth mindset and thus stimulate STEM career aspirations,as well as scientific literacy and thus STEM career aspirations.

关 键 词：科学热爱情感 成长型思维 科学素养 STEM职业期望 

分 类 号：G424.74[文化科学—课程与教学论]