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Canning EA, White M, Davis WB. Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students. CBE LIFE SCIENCES EDUCATION 2024; 23:ar14. [PMID: 38470818 PMCID: PMC11235104 DOI: 10.1187/cbe.23-07-0131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Revised: 02/12/2024] [Accepted: 02/21/2024] [Indexed: 03/14/2024]
Abstract
First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students' performance.
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Affiliation(s)
| | - Makita White
- Department of Psychology, Washington State University, Pullman, WA 99163
| | - William B. Davis
- School of Molecular Biosciences, Washington State University, Pullman, WA 99163
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Han I, Belmi P, Thomas-Hunt M, Summers C. Managers Can Support Employees in Working-Class Contexts by Promoting Growth Mindsets. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2024:1461672241235625. [PMID: 38682793 DOI: 10.1177/01461672241235625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/01/2024]
Abstract
White-collar workplaces are critical "gateway" contexts. They play a crucial role in providing valuable opportunities and upward social mobility. Some groups are less likely, however, to feel they belong in these settings. For example, those with a college degree may feel relatively at ease. However, those without may be uncertain about whether they will be fully included. We examine one possibility for addressing these class-based belonging gaps. A growing education literature demonstrates the power of growth mindsets. We extend this research to the workplace and test its benefits. In two preregistered experiments (N = 1,777), we find that endorsing growth mindsets can support working-class (WK) individuals. When managers have a growth mindset, WK individuals report high sense of belonging. The effect occurred because managers with growth mindsets reduced identity threat. A preregistered survey of employees in the real world (N = 300) triangulated these findings. Sense of belonging was higher among those who believed their manager had a growth mindset. Furthermore, they reported greater job satisfaction and commitment. These findings have important implications for the growing conversation on addressing class divides.
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Affiliation(s)
| | - Peter Belmi
- University of Virginia, Charlottesville, USA
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Hecht CA, Murphy MC, Dweck CS, Bryan CJ, Trzesniewski KH, Medrano FN, Giani M, Mhatre P, Yeager DS. Shifting the mindset culture to address global educational disparities. NPJ SCIENCE OF LEARNING 2023; 8:29. [PMID: 37644082 PMCID: PMC10465593 DOI: 10.1038/s41539-023-00181-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Accepted: 08/17/2023] [Indexed: 08/31/2023]
Abstract
Educational outcomes remain highly unequal within and across nations. Students' mindsets-their beliefs about whether intellectual abilities can be developed-have been identified as a potential lever for making adolescents' academic outcomes more equitable. Recent research, however, suggests that intervention programs aimed at changing students' mindsets should be supplemented by programs aimed at the changing the mindset culture, which is defined as the shared set of beliefs about learning in a school or classroom. This paper reviews the theoretical and empirical origin of the mindset culture and examines its potential to reduce group-based inequalities in education. In particular, experiments have identified two broad ways the mindset culture is communicated by teachers: via informal messages about growth (e.g., that all students will be helped to learn and succeed), and formal opportunities to improve (e.g., learning-focused grading policies and opportunities to revise and earn credit). New field experiments, applying techniques from behavioral science, have also revealed effective ways to influence teachers' culture-creating behaviors. This paper describes recent breakthroughs in the U.S. educational context and discusses how lessons from these studies might be applied in future, global collaborations with researchers and practitioners.
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Affiliation(s)
| | | | | | | | | | | | - Matt Giani
- The University of Texas at Austin, Austin, TX, USA
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Kern MC, Rattan A, Chugh D. A Growth Mindset Frame Increases Opting In to Reading Information About Bias. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023:1461672231186853. [PMID: 37522393 DOI: 10.1177/01461672231186853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/01/2023]
Abstract
We explore the conditions under which people will opt in to reading information about bias and stereotypes, a key precursor to the types of self-directed learning that diversity and anti-bias advocates increasingly endorse. Across one meta-analysis (total N = 1,122; 7 studies, 5 pre-registered) and 2 pre-registered experiments (total N = 1,717), we identify a condition under which people opt in to reading more about implicit bias and stereotypes. People randomly assigned to read a growth, rather than fixed, mindset frame about bias opted in to read more information about stereotypes and implicit bias (Study 1 and Study 3). The mechanism that drove these effects was individuals' construal of the task as a challenge (Studies 2 and 3). Our findings offer insight into how to promote engagement with information about stereotypes and biases. We discuss how this work advances the study of mindsets and diversity science.
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Affiliation(s)
- Mary C Kern
- Baruch College - City University of New York, New York, NY, USA
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Garr-Schultz A, Muragishi GA, Mortejo TA, Cheryan S. Masculine Defaults in Academic Science, Technology, Engineering, and Mathematics (STEM) Fields. Psychol Sci Public Interest 2023; 24:1-9. [PMID: 37522708 DOI: 10.1177/15291006231170829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/01/2023]
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Lou NM, Li LMW. The mindsets × societal norm effect across 78 cultures: Growth mindsets are linked to performance weakly and well-being negatively in societies with fixed-mindset norms. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:134-152. [PMID: 36110048 DOI: 10.1111/bjep.12544] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 08/19/2022] [Accepted: 08/22/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND/AIMS Recent research on mindsets has shifted from understanding its homogenous role on performance to understanding how classroom environments explain its heterogeneous effects (i.e., Mindsets × Context hypothesis). Does the macro context (e.g., societal level of student mindsets) also help explain its heterogeneous effects? And does this interaction effect also apply to understanding students' well-being? To address these questions, we examined whether and how the role of students' mindsets in performance (math, science, reading) and well-being (meaning in life, positive affect, life satisfaction) depends on the societal-mindset norms (i.e., Mindsets × Societal Norm effect). SAMPLE/METHODS We analysed a global data set (n = 612,004 adolescents in 78 societies) using multilevel analysis. The societal norm of student mindsets was the average score derived from students within each society. RESULTS Growth mindsets positively and weakly predicted all performance outcomes (rs = .192, .210, .224), but the associations were significantly stronger in societies with growth-mindset norms. In contrast, the associations between growth mindsets and psychological well-being were very weak and inconsistent (rs = -.066, .003, .008). Importantly, the association was negative in societies with fixed-mindset norms but positive in societies with growth-mindset norms. CONCLUSIONS These findings challenge the idea that growth mindsets have ubiquitous positive effects in all societies. Growth mindsets might be ineffective or even detrimental in societies with fixed-mindset norms because such societal norms could suppress the potential of students with growth mindsets and undermines their well-being. Researchers should take societal norms into consideration in their efforts to understand and foster students' growth.
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Affiliation(s)
- Nigel Mantou Lou
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada.,Centre for Youth and Society, University of Victoria, Victoria, British Columbia, Canada
| | - Liman Man Wai Li
- Department of Psychology, The Education University of Hong Kong, Tai Po, Hong Kong.,Centre for Psychosocial Health, The Education University of Hong Kong, Tai Po, Hong Kong
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Kim MH, Karr JE. Examining associations between intelligence mindset, mental health symptom severity, and academic self-efficacy and performance. CURRENT PSYCHOLOGY 2023; 43:1-14. [PMID: 36855645 PMCID: PMC9951835 DOI: 10.1007/s12144-023-04399-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/11/2023] [Indexed: 03/02/2023]
Abstract
Individuals possess different beliefs regarding the malleability of intelligence, also known as intelligence mindsets. Despite evidence demonstrating a link between a growth mindset of intelligence-the belief that intelligence can develop through effort-and academic achievement, this link has not been closely examined from a mental health perspective. Given the increasing prevalence of mental health conditions, such as anxiety and depression, among undergraduate students, an important question is whether the well-established link between mental health symptom severity and academic outcomes depends on the intelligence mindset beliefs that individuals possess. A growth mindset of intelligence might buffer the negative impact of anxiety and depression on academic outcomes, whereas a fixed mindset-the belief that intelligence cannot be changed-might exacerbate this negative relationship. The present study examined data collected from 660 undergraduate psychology students in the United States to test whether intelligence mindset beliefs moderated the relationship between mental health symptom severity and various indicators of academic outcomes: academic self-efficacy, GPA, and perceived academic standing. Results revealed that intelligence mindset beliefs did not moderate the observed negative association between mental health symptom severity and academic outcomes. Findings indicate that promoting a growth mindset of intelligence might not be a particularly effective strategy for buffering university students from the negative impact of anxiety and depression on academic outcomes. However, this conclusion is limited by the cross-sectional design of the study, and future prospective research is necessary to further clarify the relationship between intelligence mindset, mental health, and academic outcomes.
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Affiliation(s)
- Matthew H. Kim
- Department of Psychology, University of Kentucky, Kastle Hall, Lexington, KY 40506 USA
| | - Justin E. Karr
- Department of Psychology, University of Kentucky, Kastle Hall, Lexington, KY 40506 USA
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Kiser SL, Andrews CM, Seidel SB, Fisher MR, Wright NA, Theobald EJ. Increased Pass Rates in Introductory Biology: Benefits and Potential Costs of Implementing a Mathematics Prerequisite in a Community College Setting. CBE LIFE SCIENCES EDUCATION 2022; 21:ar72. [PMID: 36154117 PMCID: PMC9727600 DOI: 10.1187/cbe.21-09-0248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 07/26/2022] [Accepted: 09/01/2022] [Indexed: 06/16/2023]
Abstract
We explored the impacts of a mathematics prerequisite on student success in Introductory Biology, focusing on students historically underserved in science, technology, engineering, and mathematics (STEM). Specifically, we studied Introductory Biology student outcomes 5 years before and 6 years after adding the prerequisite. Students who had not previously passed Intermediate Algebra had a 54.91% chance of passing Introductory Biology, compared with a 69.25% chance for students who had passed this math course. Furthermore, we found a disproportionate benefit of passing the math course for Pell Grant recipients. When considering pre- versus post-prerequisite terms of Introductory Biology, we found pass rates were significantly higher after the mathematics prerequisite was required, but grades were not. After the mathematics prerequisite, enrollments in Introductory Biology temporarily decreased in comparison to a similar chemistry course and the college's overall enrollments, a potential cost to students. Pell Grant recipients and women took Introductory Biology at the same rate as before, and contrary to our hypothesis, we saw the proportion of persons excluded due to ethnicity or race (PEER) students enrolled in Introductory Biology was higher after the implementation. This study provides a model for assessing prerequisites in a local context and contributes evidence that mathematical prerequisites can benefit students.
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Affiliation(s)
- Stacey L. Kiser
- Science, Mathematics, and Engineering Division, Lane Community College, Eugene, OR 97405
| | - Christine M. Andrews
- Science, Mathematics, and Engineering Division, Lane Community College, Eugene, OR 97405
| | - Shannon B. Seidel
- Department of Biology, Pacific Lutheran University, Tacoma, WA 98447
| | - Matthew R. Fisher
- Biological Sciences Department, Oregon Coast Community College, Newport, OR 97366
| | | | - Elli J. Theobald
- Department of Biology, University of Washington, Seattle, WA 98195
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Dersch AS, Heyder A, Eitel A. Exploring the Nature of Teachers' Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire. Front Psychol 2022; 13:820254. [PMID: 35496173 PMCID: PMC9046592 DOI: 10.3389/fpsyg.2022.820254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 03/21/2022] [Indexed: 11/13/2022] Open
Abstract
Stereotypes of girls having weaker mathematical abilities than boys (math-gender stereotypes) are one factor reducing women's representation in mathematics. Teachers, as powerful socializers, often hold math-gender stereotypes. Reducing math-gender stereotypes in (student) teachers thus may foster women's representation in mathematics. Yet knowing the stereotypes' underlying assumptions is crucial to reducing it. Do math-gender stereotypes reflect elaborate, disproven theories about gender differences in math, meaning math-gender misconceptions? And if so, which math-gender misconceptions are behind math-gender stereotypes? This is the focus of the present research. The relevant literature implies the existence of three distinct misconceptions: (1) empathizing-systemizing ("As girls think rather empathically and boys think rather systematically, boys are on average more talented in math than girls"), (2) girls' compensation ("To achieve equally good grades in mathematics, boys have to make less effort because they are more talented than girls are"), and (3) girls' non-compensability ("Despite their on average stronger effort, girls are normally less proficient in math than boys"). We assessed these misconceptions in a student teacher sample (N = 303) using our newly developed Math-Gender Misconceptions Questionnaire. Our results offer support for the expected three-factor structure of math-gender misconceptions. All three math-gender misconceptions showed good to acceptable scale reliabilities. On average, preservice teachers did not hold (strong) math-gender misconceptions. But a subgroup of 48.2% of preservice teachers held at least one of the three misconceptions. The empathizing-systemizing misconception was the most prevalent (32.0%) among the three misconceptions. Descriptively, endorsing the math-gender stereotype correlated most strongly with the empathizing-systemizing (r = 0.43) and the girls' compensation misconception (r = 0.44). This may indicate that especially these two misconceptions partly underlie math-gender stereotypes. As a consequence, refutation instructions designed to reduce these misconceptions may be a promising method to weaken math-gender stereotypes. Further research is needed to investigate to what degree reducing the present misconceptions is related to reducing math-gender stereotypes. Hence, this study is the first one of a planned series of studies on the relation between math-gender misconceptions and math-gender stereotypes.
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Affiliation(s)
- Anna-Sophia Dersch
- Teaching and Learning With Media, Department of Educational Psychology, Institute for Psychology, Justus Liebig University Giessen, Giessen, Germany
| | - Anke Heyder
- Department of Educational and Differential Psychology, Institute for Psychology, TU Dortmund University, Dortmund, Germany
| | - Alexander Eitel
- Teaching and Learning With Media, Department of Educational Psychology, Institute for Psychology, Justus Liebig University Giessen, Giessen, Germany
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Parada S, Verlhiac J. The Effect of a Short Computerized Growth Mindset Intervention with Implementation Intentions on French Students Entering University. APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Kroeper KM, Fried AC, Murphy MC. Towards fostering growth mindset classrooms: identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09689-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Arneson JB, Woodbury J, Offerdahl EG. Fidelity of Implementation as a Guiding Framework for Transitioning Research-Based Instructional Practices from On Site to Online. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00337-21. [PMID: 35496696 PMCID: PMC9053065 DOI: 10.1128/jmbe.00337-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 01/13/2022] [Indexed: 06/14/2023]
Abstract
In this Perspective, we contribute to the Journal of Microbiology & Biology Education special issue "Opportunities and Challenges of Online Instruction-Blurring the Lines Between Online and On-Site Teaching and Learning" by introducing a framework to guide instructors in transitioning from on-site to online instruction. The discipline-based education research community has produced a significant literature base demonstrating the effectiveness of various research-based instructional practices (RBIPs) that support student learning in face-to-face environments. However, little is known about how to transport these practices into the online environment. We introduce fidelity of implementation (FOI) as a framework for considering how to adapt RBIPs for online contexts while maintaining the integrity of the aspects of the practice that are thought to support student learning. We use our own experience responding to the global pandemic to provide rich examples of how FOI was used to anticipate challenges in transitioning online and describe how it was used to adapt an RBIP for online instruction.
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Affiliation(s)
- Jessie B. Arneson
- School of Molecular Biosciences, Washington State University, Pullman, Washington, USA
| | - Jacob Woodbury
- School of Molecular Biosciences, Washington State University, Pullman, Washington, USA
| | - Erika G. Offerdahl
- School of Molecular Biosciences, Washington State University, Pullman, Washington, USA
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OUP accepted manuscript. Bioscience 2022. [DOI: 10.1093/biosci/biab146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
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