Broadening Participation Research Grant: Reducing Stereotype Threat by enhancing emotional regulation: A role for Mindful Awareness Practice for STEM majors

扩大参与研究补助金：通过增强情绪调节减少刻板印象威胁：STEM 专业正念意识实践的作用

• 批准号: 1238757
• 负责人: John Fife
• 金额: $ 34.99万
• 依托单位: Virginia State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1238757&HistoricalAwards=false
• 关键词: Broadening; Participation; Research; Grant; Reducing

The Virginia State University HBCU-UP Broadening Participation Research in STEM education project is entitled Reducing Stereotype Threat by Enhancing Emotional Regulation: A Role for Mindful Awareness Practice for STEM Majors. The proposed study is designed to test the efficacy of a meditative intervention, a meta-cognitive intervention, and a media based intervention on test anxiety based on prior research showing a positive correlation with academic improvement. The goal is to study mechanisms to reduce stereotype threat in mathematics courses using meditative or meta-cognitive practices. The study aims to: 1) Implement and assess the degree to which a meditative intervention (Autogenic Training) attenuates math anxiety and other STEM related test anxiety by reducing stereotype threat; 2) Implement and assess the degree to which a meta-cognitive task (self-reflective journaling) attenuates math anxiety and other STEM related test anxiety by reducing stereotype threat; 3) Implement and assess the degree to which a media based intervention decreases math anxiety and other STEM related test anxiety by increasing test preparedness; and 4) Add to a theoretical model by understanding the mediating and moderating factors of each intervention on the ethnic identity, outcome expectation and academic self-efficacy of STEM students and how these relate math anxiety and other STEM- related test anxiety. The overarching idea is innovative. The study includes meta-cognition, journal writing, digital media and reflection as elements in the research construct. Because these are familiar in the science education literature, it makes the work easily transferrable and informative to other scholars. There is a solid research base that supports the work, a focus on more than one STEM discipline, a relation to contemporary technology in the implementation and design of the research, and an understanding of the nature and culture of science. The results can potentially benefit all institutions in their effort to increase student retention in STEM discipliens through faculty developmetn and more effective student support systems.

弗吉尼亚州立大学HBCU扩大的STEM教育项目的参与研究题为“通过增强情绪调节来减少刻板印象威胁：STEM专业的正念意识实践的作用。拟议的研究旨在测试冥想干预，元认知干预措施以及基于媒体的测试焦虑的基于先前研究的基于媒体的干预措施的疗效，该研究表明与学术改善存在正相关。目的是研究使用冥想或元认知实践来减少数学课程中刻板印象威胁的机制。该研究的目的是：1）通过减少刻板印象威胁来减轻数学焦虑和其他与STEM相关的测试焦虑的冥想干预措施（自动训练）的程度； 2）通过减少刻板印象威胁，实施和评估元认知任务（自我反射期刊）减轻数学焦虑和其他相关测试焦虑的程度； 3）实施和评估基于媒体的干预措施通过增加测试准备度来减轻数学焦虑和其他相关测试焦虑的程度； 4）通过了解每种干预措施的中介和调节因素对种族认同，结果期望和STEM学生的学术自我效能以及这些如何将数学焦虑和其他相关的测试焦虑联系起来，从而增加了理论模型。总体想法是创新的。该研究包括元认知，期刊写作，数字媒体和反思作为研究结构中的要素。因为这些在科学教育文献中很熟悉，所以它使工作很容易转移到其他学者。 有一个坚实的研究基础来支持这项工作，专注于多个STEM纪律，与研究的实施和设计中的当代技术以及对科学本质和文化的理解。结果可能会使所有机构通过教师发展和更有效的学生支持系统提高学生在STEM纪律中的保留而有可能使所有机构受益。