Content area
Full text
Contents
- Abstract
- Situational Cues Shape Students’ Experiences
- Students’ Perceptions of Professor Mindset Beliefs
- Negative Motivational and Performance Consequences of Fixed Mindsets
- Student Experiences of Psychological Vulnerability
- Psychological Vulnerability Suppresses Engagement and Performance
- The Present Studies
- Study 1
- Method
- Participants
- Procedure
- Measures
- Professor mindset manipulation check
- Demographics
- Personal mindset beliefs
- Psychological vulnerability
- Course engagement
- Course interest
- Course performance
- Results
- Analysis plan
- Professor mindset manipulation check
- Psychological vulnerability
- Belonging
- Evaluative concerns
- Course engagement
- Course interest
- Course performance
- Mediation analyses
- Discussion
- Study 2
- Method
- Participants
- Procedure
- Measures
- Professor mindset manipulation check
- Demographics
- Personal mindset beliefs
- Psychological vulnerability
- Course outcomes
- Course attendance
- Dropout intentions
- Results
- Analysis plan
- Professor mindset manipulation check
- Psychological vulnerability
- Course engagement, interest, and behavioral intentions
- Course performance
- Mediation
- Discussion
- Study 3
- Method
- Participants
- Procedure
- Measures
- Perceptions of STEM professors’ mindset beliefs
- Demographics
- SAT scores
- Personal mindset beliefs
- Psychological vulnerability
- Results
- Experience sampling data
- Analysis plan
- Descriptives and correlations
- Psychological vulnerability
- Discussion
- Study 4
- Method
- Participants
- Procedure
- Measures
- Perceptions of STEM professors’ mindset beliefs
- Demographics
- SAT scores
- Personal mindset beliefs
- Perceptions of STEM professors’ warmth
- Perceptions of STEM professors’ competence
- Psychological vulnerability
- Course outcomes
- Attendance
- Dropout intentions
- STEM field-specific interest
- Grades
- Results
- Experience sampling data
- Analysis plan
- Psychological vulnerability
- Mediation
- Descriptives and correlations
- Psychological vulnerability
- Mediation
- Class attendance
- Dropout intentions
- STEM field-specific interest
- Grades
- Discussion
- General Discussion
- Conclusion
- Context of the Research
Figures and Tables
Abstract
Two experiments and 2 field studies examine how college students’ perceptions of their science, technology, engineering, and mathematics (STEM) professors’ mindset beliefs about the fixedness or malleability of intelligence predict students’ anticipated and actual psychological experiences and performance in their STEM classes, as well as their engagement and interest in STEM more broadly. In Studies 1 (N = 252) and 2 (N = 224), faculty mindset beliefs were experimentally manipulated and students were exposed to STEM professors who endorsed either fixed or growth mindset beliefs. In Studies 3 (N = 291) and 4 (N = 902), we examined students’ perceptions of their actual STEM professors’ mindset beliefs and used experience sampling methodology (ESM) to capture...