Student Attitudes/Beliefs

Instruments to Measure Elementary Student Mindsets about Smartness and Failure in General and with respect to Engineering

The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11). In both surveys, we used six items to measure student mindset to determine if it was more fixed (presuming intelligence is fixed and failure is a sign that one is not smart enough) or more growth-minded (presuming one can become smarter and that failures are signals to improve) (Dweck, 1986).

Author/Presenter: 
Pamela S. Lottero-Perdue
Cathy P. Lachapelle
Lead Organization(s): 
Year: 
2019
Short Description: 
The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11).

What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement.

Author/Presenter: 
Jennifer A. Fredricks
Alyssa K. Parr
Jamie L. Amemiya
Ming-Te Wang
Scott Brauer
Lead Organization(s): 
Year: 
2019
Short Description: 
This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

Does student-centered instruction engage students differently? The moderation effect of student ethnicity

Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied.

Author/Presenter: 
Eli Talbert
Tara Hofkens
Ming-Te Wang
Lead Organization(s): 
Year: 
2018
Short Description: 
This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.

Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School

School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In this article, school engagement is re-conceptualized as a multi-contextual construct that includes both academic and social contexts of school.

Author/Presenter: 
Ming-Te Wang
Tara L. Hofkens
Lead Organization(s): 
Year: 
2019
Short Description: 
A school-wide and multi-contextual perspective on student engagement in school.

Examining physics identity development through two high school interventions

As part of the STEP UP project, a national initiative to empower high school teachers to inspire young women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion of underrepresentation of women in physics with the intention of having students elicit and examine stereotypes in physics.

Author/Presenter: 
Hemeng Cheng
Geoff Potvin
Raina Khatri
Laird Kramer
Robynne M. Lock
Zahra Hazari
Year: 
2018
Short Description: 
Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of students' physics identities before and after the career lesson, with an eye towards understanding how students' identities develop over time and due to these experiences.
Resource(s): 

Science in the LearningGardens: A study of motivation, achievement, and science identity in low-income middle schools

Science in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership between Portland Public Schools and Portland State University.

Author/Presenter: 
Dilafruz R. Williams
Heather Brule
Sybil S. Kelley
Ellen A. Skinner
Lead Organization(s): 
Year: 
2018
Short Description: 
This study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. It highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science.

Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions

Ball, C., Huang, K., Cotten, S. R., Rikard, R. V., & Coleman, L. O. (2016). Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions. Information, Communication & Society, 19(5), 1-21.

Author/Presenter: 
Christopher Ball
Kuo-Ting Huang
Shelia R. Cotten
R.V. Rikard
LaToya O. Coleman
Lead Organization(s): 
Year: 
2016
Short Description: 
While Science, Technology, Engineering, and Math (STEM) fields have increased in importance over the past decade, minorities have remained traditionally underrepresented in these fields. In this study we seek to better understand some of the factors that might contribute to or potentially mitigate early STEM pipeline leaks, specifically, high school graduation and college entrance leaks. Student interest formed in the early school years has an impact on future course selections and persistence in school. These choices can have long-term repercussions on the future career options and the financial security of students. We apply expectancy-value theory (EVT) in order to examine the factors that may influence students’ motivations and intentions to complete high school and attend college. Specifically, we investigate if EVT can help to explain change in students’ academic intentions and motivations after a computing intervention. We hypothesize that changes in students’ expectancies for success and subjective task values will be positively associated with changes in students’ intentions and motivations to persist in academia. Data were gathered from a sample of elementary students within an urban, high poverty, and predominately minority school district located in the southeastern USA. Changes in students’ expectancies for success and subjective task values over the course of the intervention played an important role in students’ academic motivations and intentions to both finish high school and attend college. These findings demonstrate that EVT is useful in explaining general academic motivations in young children, which could potentially increase the structural integrity of the STEM pipeline.

A cognitive apprenticeship for science literacy based on journalism

Author(s): 
Polman, Joseph L.
Saul, E. Wendy
Newman, Alan
Farrar, Cathy
Singer, Nancy
Turley, Eric
Pearce, Laura
Hope, Jennifer
McCarty, Glenda
Graville, Cynthia
Contact Info: 
Publication Type: 
Proceedings
Year: 
2010
Month: 
June
In press?: 
In Press
Resource Format: 

Abstract: The Science Literacy through Science Journalism (SciJourn) project aims to reframe the discussion of science literacy for citizenship, and explore how science journalism practices can be used to inform a cognitive apprenticeship that increases the science literacy of participants. This symposium features four paper presentations that report on the progress of the SciJourn project.

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