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Altikulaç S, Janssen TWP, Yu J, Nieuwenhuis S, Van Atteveldt NM. Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:738-758. [PMID: 38453165 DOI: 10.1111/bjep.12676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 02/26/2024] [Accepted: 02/28/2024] [Indexed: 03/09/2024]
Abstract
BACKGROUND According to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs. AIMS Because of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms). SAMPLE Self-report questionnaire data were collected from 724 students (11.0-14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.). METHODS Latent profile analysis was conducted using mindset, achievement goals and effort beliefs. RESULTS Four profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms. CONCLUSIONS Our study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.
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Affiliation(s)
| | | | - Junlin Yu
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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Ozturk E, Zhao M, Hoffman AJ, Joy A, Marlow CS, Law F, Deutsch AR, Mathews CJ, McGuire L, Balkwill F, Burns K, Butler L, Drews M, Fields G, Smith H, Winterbottom M, Rutland A, Hartstone-Rose A, Mulvey KL. Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity. J Youth Adolesc 2024; 53:1542-1563. [PMID: 38418750 DOI: 10.1007/s10964-024-01949-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 02/04/2024] [Indexed: 03/02/2024]
Abstract
Motivation is a key factor in engagement, achievement, and career choices in science, technology, engineering, and mathematics (STEM). While existing research has focused on student motivation toward math in formal school programs, new work is needed that focuses on motivation for those involved in informal STEM programs. Specifically, the role of math mindset and perceived inclusivity of informal STEM sites (to those of varying gender and ethnic backgrounds) on longitudinal trajectories of adolescents' math motivation has not been explored. This study investigates longitudinal changes in math expectancy, interest, and utility values and the effects of math fixed mindset, math growth mindset, and perceptions of the inclusivity of informal STEM learning sites on these changes for adolescents participating in STEM programs at these informal sites in the United Kingdom and the United States (n = 249, MT1age = 15.2, SD = 1.59). Three latent growth curve models were tested. The data suggest that math expectancy, interest, and utility values declined over three years. Growth mindset positively predicted changes in utility, while fixed mindset negatively predicted changes in utility. Inclusivity positively influenced the initial levels of utility. Girls reported lower initial expectancy than boys. Age influenced both the initial levels and rate of change for expectancy. Older adolescents had lower levels of expectancy compared to their younger counterparts; however, they had a less steep decline in expectancy over three years. These findings suggest that designing inclusive learning environments and promoting growth mindset may encourage math motivation.
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Affiliation(s)
- Emine Ozturk
- North Carolina State University, Raleigh, NC, USA.
| | - Mengya Zhao
- University of Exeter, Exeter, UK
- University of Liverpool, Liverpool, UK
| | | | | | | | | | | | | | | | | | - Karen Burns
- Virginia Aquarium & Marine Science Center, Virginia Beach, VA, USA
| | | | - Marc Drews
- EdVenture Children's Museum, Columbia, SC, USA
| | - Grace Fields
- School District Five of Lexington and Richland Counties, Columbia, SC, USA
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Kim S, Jin KS, Bian L. Gender brilliance stereotype emerges early and predicts children's motivation in South Korea. Child Dev 2024; 95:913-928. [PMID: 37997439 DOI: 10.1111/cdev.14043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 09/13/2023] [Accepted: 10/30/2023] [Indexed: 11/25/2023]
Abstract
Recent work suggests that the stereotype associating brilliance with men may underpin women's underrepresentation in prestigious careers, yet little is known about its development and consequences in non-Western contexts. The present research examined the onset of this stereotype and its relation to children's motivation in 5- to 7-year-old Korean children (N = 272, 50% girls, tested 2021 to 2022). At age 7, children attributed brilliance to men when evaluating Asians and Whites, and girls became less interested in participating in intellectually challenging tasks than boys. Notably, this gender difference in interest was mediated by children's endorsement of the stereotype. The generalizable early emergence of the gender brilliance stereotype and its detrimental implications press the need to tackle gender imbalance in early childhood.
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Affiliation(s)
- Seowoo Kim
- Department of Psychology, Sungshin Women's University, Seoul, Korea
| | - Kyong-Sun Jin
- Department of Psychology, Sungshin Women's University, Seoul, Korea
| | - Lin Bian
- Department of Psychology, The University of Chicago, Chicago, Illinois, United States
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Gladstone JR, Tallberg M, Jaxon J, Cimpian A. What makes a role model motivating for young girls? The effects of the role model's growth versus fixed mindsets about ability and interest. J Exp Child Psychol 2024; 238:105775. [PMID: 37742521 DOI: 10.1016/j.jecp.2023.105775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 08/21/2023] [Accepted: 08/25/2023] [Indexed: 09/26/2023]
Abstract
Successful women role models can be-but are not always-effective in increasing pursuit of science, technology, engineering, and mathematics (STEM) careers among girls. What makes a woman role model motivating for young girls? An experimental study (N = 205 girls aged 5-8 years; 42.0% girls of color) investigated the effects of a role model's messages about her own ability and interest. The model portrayed her ability and interest as quantities that developed over time (a growth mindset) or that had always been present (a fixed mindset). The role model's growth (vs. fixed) mindset messages about ability-but not interest-increased girls' interest and self-efficacy in the scientist's field, but these effects were observed only among girls of color (ds = 0.56 and 0.65 for interest and self-efficacy, respectively). The findings contribute to theory on role models and growth mindsets, and they also have implications for the design of effective role model interventions.
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Kumar SC, Haber AS, Ghossainy ME, Barbero S, Corriveau KH. The impact of visualizing the group on children's persistence in and perceptions of STEM. Acta Psychol (Amst) 2023; 233:103845. [PMID: 36706700 DOI: 10.1016/j.actpsy.2023.103845] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 12/23/2022] [Accepted: 01/20/2023] [Indexed: 01/26/2023] Open
Abstract
Women are underrepresented in STEM fields across the world. We investigate a perceptual mechanism that may contribute to this gender disparity beginning in early childhood. We explore how visual information about the gender composition of a group of scientists impacts children's persistence on a STEM task and their evaluations of group members. One hundred sixty-six 4- to 6-year-old children viewed one of four groups of scientists: all-male, all-female, a lone female among all-males, or a lone male among all-females. Whereas children's persistence on a STEM task did not change across conditions, their trait judgments did. Children judged the all-male and all-female group scientists as "hardworking," but judged the lone female scientist as "smart." However, they were as likely to judge the lone male scientist as "smart" as to judge him "hardworking." The role of group visualization as a learning mechanism impacting children's perceptions of scientists as early as the preschool years is discussed.
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Affiliation(s)
- Sona C Kumar
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America.
| | - Amanda S Haber
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America.
| | - Maliki E Ghossainy
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America.
| | - Samantha Barbero
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America
| | - Kathleen H Corriveau
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America.
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Du X, Bai X, Liu Y, Yuan S. Reading struggle stories of role models can improve the perseverance of undergraduates with low perseverance. CURRENT PSYCHOLOGY 2022; 42:1-10. [PMID: 36570059 PMCID: PMC9758677 DOI: 10.1007/s12144-022-04168-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/09/2022] [Indexed: 12/23/2022]
Abstract
Perseverance refers to the ability that individuals show in the process of overcoming failure repeatedly and achieving success. The present study aimed to investigate how many stories about struggling role models undergraduates with a low level of perseverance need to read to effectively improve their perseverance after experiencing failure. Undergraduates with high and low levels of perseverance who had experienced failure were randomly assigned to read 5 struggle stories or 5 achievement stories of role models. They were asked to report their confidence in success, their emotional experience, and their persistent intentions after experiencing failure (i.e., their initial report after reading 0 stories) and then again after reading each story. The results showed that the participants' initially reported level of confidence in success improved after reading 1 struggle story of a role model and further improved after reading 5 struggle stories of role models. Furthermore, the participants' initially reported level of positive emotions increased after reading 1 struggle story or 1 achievement story of a role model, and the positive effects began to level off after reading 4 struggle stories or 4 achievement stories of role models. The participants' initially reported persistent intentions improved after reading 5 struggle stories of role models. These findings reveal that undergraduates can benefit from reading struggle stories of role models regardless of their perseverance levels. Undergraduates' confidence in success and their emotional experience can be improved more quickly than their persistent intentions after experiencing failure.
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Affiliation(s)
- Xu Du
- Zunyi Normal University, Zunyi, 563006 China
| | - Xuejun Bai
- Faculty of Psychology, Tianjin Normal University, Tianjin, 300387 China
| | - Ying Liu
- Faculty of Psychology, Tianjin Normal University, Tianjin, 300387 China
| | - Sheng Yuan
- Faculty of Psychology, Tianjin Normal University, Tianjin, 300387 China
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Starr CR, Gao Y, Lee G, Safavian N, Rubach C, Dicke AL, Eccles JS, Simpkins SD. Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years. SEX ROLES 2022. [DOI: 10.1007/s11199-022-01337-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Janssen TW, Nieuwenhuis S, Altikulaç S, Tuong VV, Meeter M, Bonte M, Jansen BR, Magis-Weinberg L, Van Atteveldt N. Mindset and effort during a self-adapted arithmetic task: Variable- and person-oriented approaches. LEARNING AND MOTIVATION 2022. [DOI: 10.1016/j.lmot.2022.101840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Musso P, Ligorio MB, Ibe E, Annese S, Semeraro C, Cassibba R. STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents. Front Psychol 2022; 13:879178. [PMID: 35874338 PMCID: PMC9296858 DOI: 10.3389/fpsyg.2022.879178] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Accepted: 05/30/2022] [Indexed: 11/15/2022] Open
Abstract
While many sociocultural, contextual, biological, behavioral, and psychological variables may contribute to the widespread under-representation of girls and women in the science, technology, engineering, and mathematics (STEM) field, this study focused on STEM-gender stereotypes, school experiences, and adolescence as critical factors in driving students' interest and motivation in STEM. Based on this, the study (a) investigated differences by gender and national context (Italy vs. Nigeria) in adolescents' STEM-gender stereotypes, school empowerment, and school engagement in a preliminary step, and (b) simultaneously examined how adolescents' STEM-gender stereotypes were related to school empowerment and school engagement as well as to socioeconomic status (SES). These latter relations were considered within the context of the potential moderating role of gender and national context. Participants included 213 Italian adolescents (Mage = 13.91; 52.1% girls) and 214 Nigerian adolescents (Mage = 13.92; 60.3% girls), who completed measures of school empowerment and engagement, STEM-gender stereotypes, and SES. A multivariate analysis of covariance showed that Nigerian girls and boys reported significantly higher levels of school empowerment, school engagement, and STEM-gender stereotypes than their Italian peers. Moreover, regardless of the national context, boys scored significantly higher on school empowerment and STEM-gender stereotypes than girls. Furthermore, a multiple-group path analysis revealed how higher school empowerment was related to lower STEM-gender stereotypes in both Italian and Nigerian girls' groups, while higher school engagement was associated with lower STEM-gender stereotypes only in the Nigerian groups. Regardless of gender and nationality, higher SES was linked to lower STEM-gender stereotypes. These findings particularly suggest that school empowerment and school engagement can be relevant dimensions to be studied and to develop strategies to counteract STEM-gender stereotypes in adolescence. Nonetheless, gender and national context are key factors to be considered. Limitations, strengths, future research, and educational implications are discussed.
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Affiliation(s)
- Pasquale Musso
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Maria Beatrice Ligorio
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Ebere Ibe
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | - Susanna Annese
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Cristina Semeraro
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Rosalinda Cassibba
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
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