Connections Between Instructor Messages and Undergraduate Students' Changing Personal Theories About Education

References

• Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125. doi:10.1006/jesp.2001.1491
   Web of Science ®Google Scholar
• Barger, M. M., & Linnenbrink-Garcia, L. (2017). Developmental systems of students' personal theories about education. Educational Psychologist, 52, 63–83. doi:10.1080/00461520.2016.1252264
   Web of Science ®Google Scholar
• Barger, M. M., Perez, T., Canelas, D. A., & Linnenbrink-Garcia, L. (2018). Constructivism and personal epistemology development in undergraduate chemistry students. Learning and Individual Differences, 63, 89–101. doi:10.1016/j.lindif.2018.03.006
   Web of Science ®Google Scholar
• Barger, M. M., Wormington, S. V., Huettel, L. G., & Linnenbrink-Garcia, L. (2016). Developmental changes in college engineering students' personal epistemology profiles. Learning and Individual Differences, 48, 1–8. doi:10.1016/j.lindif.2016.04.002
   Web of Science ®Google Scholar
• Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369–386. doi:10.1080/09540250500145072
   Web of Science ®Google Scholar
• Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655–701. doi:10.1037/a0029531.
   PubMed Web of Science ®Google Scholar
• Chinn, C. A., Buckland, L. A., & Samarapungavan, A. L. A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46, 141–167. doi:10.1080/00461520.2011.587722
   Web of Science ®Google Scholar
• Curran, P. J., & Bauer, D. J. (2011). The disaggregation of within-person and between-person effects in longitudinal models of change. Annual Review of Psychology, 62, 583–619. doi:10.1146/annurev.psych.093008.100356
   PubMed Web of Science ®Google Scholar
• DeBacker, T. K., Crowson, H. M., Beesley, A. D., Thoma, S. J., & Hestevold, N. L. (2008). The challenge of measuring epistemic beliefs: An analysis of three self-report instruments. Journal of Experimental Education, 76, 281–312. doi:10.3200/JEXE.76.3.281-314
   Web of Science ®Google Scholar
• Depaepe, F., De Corte, E., & Verschaffel, L. (2016). Mathematical epistemological beliefs. In J. A. Greene, W. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 147–164). New York, NY: Routledge.
   Google Scholar
• Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia, PA: Taylor & Francis.
   Google Scholar
• Dweck, C. S. (2002). The development of ability conceptions. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation. San Diego, CA: Academic Press.
   Google Scholar
• Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. doi:10.1037/0033-295X.95.2.256
   Web of Science ®Google Scholar
• Feucht, F. C. (2010). Epistemic climate in elementary classrooms. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and educational implications (pp. 55–93). Cambridge, MA: Cambridge University Press.
   Google Scholar
• Flanigan, A. E., Peteranetz, M. S., Shell, D. F., & Soh, L. K. (2015). Exploring changes in computer science students' implicit theories of intelligence across the semester. In Proceedings of the Eleventh Annual International Conference on International Computing Education Research (pp. 161–168). New York, NY: ACM.
   Google Scholar
• Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women's representation in mathematics. Journal of Personality and Social Psychology, 102, 700–717. doi:10.1037/a0026659
   PubMed Web of Science ®Google Scholar
• Greene, J. A., Azevedo, R., & Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43, 142–160. doi:10.1080/00461520802178458
   Web of Science ®Google Scholar
• Greene, J. A., Torney-Purta, J., & Azevedo, R. (2010). Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology, 102, 234–255. doi:10.1037/a0017998
   Web of Science ®Google Scholar
• Haimovitz, K., & Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child Development, 88, 1849–1859. doi:10.1111/cdev.12955.
   PubMed Web of Science ®Google Scholar
• Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378–405. doi:10.1006/ceps.1999.1026
   PubMed Web of Science ®Google Scholar
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140. doi:10.3102/00346543067001088
   Web of Science ®Google Scholar
• Hofer, B. K., & Pintrich, P. R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Hooper, S. Y., Haimovitz, K., Wright, C., Murphy, M., & Yeager, D. (2016, April). Creating a classroom incremental theory matters, but it's not as straightforward as you might think. Poster presented at the biennial conference for the Society for Research on Adolescents, Baltimore, MD.
   Google Scholar
• Kenny, D. A., Mannetti, L., Pierro, A., Livi, S., & Kashy, D. A. (2002). The statistical analysis of data from small groups. Journal of Personality and Social Psychology, 83, 126–137. doi:10.1037/0022-3514.83.1.126
   PubMed Web of Science ®Google Scholar
• Krampen, G. (1987). Differential effects of teacher comments. Journal of Educational Psychology, 79, 137–146. doi:10.1037/0022-0663.79.2.137
   Web of Science ®Google Scholar
• Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347, 262–265. doi:10.1126/science.1261375
   PubMed Web of Science ®Google Scholar
• Metcalf, H. (2010). Stuck in the pipeline: A critical review of STEM workforce literature. InterActions: UCLA Journal of Education and Information Studies, 6, 1–20, Article 4.
   Google Scholar
• Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75, 33–52. doi:10.1037/0022-3514.75.1.33
   PubMed Web of Science ®Google Scholar
• Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190. doi:10.1080/00461520701416306
   Web of Science ®Google Scholar
• Muis, K. R., & Duffy, M. C. (2013). Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement. Journal of Educational Psychology, 105, 213–225. doi:10.1037/a0029690.
   Web of Science ®Google Scholar
• Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3–54. doi:10.1007/s10648-006-9003-6
   Web of Science ®Google Scholar
• Nicholls, J. G. (1992). Students as educational theorists. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 267–286). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2, 175–220. doi:10.1037/1089-2680.2.2.175
   Google Scholar
• Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes: Towards a wider conceptual field. Assessment in Education, 5, 85–102. doi:10.1080/0969595980050105
   Google Scholar
• Rattan, A., Good, C., & Dweck, C. S. (2012). “It's ok—Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48, 731–737. doi:10.1016/j.jesp.2011.12.012
   Web of Science ®Google Scholar
• Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313–336. doi:10.1080/15298860290106805
   Web of Science ®Google Scholar
• Schmidt, J. A., Shumow, L., & Kackar-Cam, H. (2015). Exploring teacher effects for mindset intervention outcomes in seventh-grade science classes. Middle Grades Research Journal, 10, 17–32.
   Google Scholar
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504. doi:10.1037/0022-0663.82.3.498
   Web of Science ®Google Scholar
• Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406–411. doi:10.1037/0022-0663.85.3.406
   Web of Science ®Google Scholar
• Schommer-Aikins, M., & Duell, O. K. (2013). Domain specific and general epistemological beliefs: Their effects on mathematics. RIE: Revista de Investigación Educativa, 31, 317–330. doi:10.6018/rie.31.2.170911
   Google Scholar
• Snyder, K. E., Malin, J. L., Dent, A. L., & Linnenbrink-Garcia, L. (2014). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology, 106, 230–241. doi:10.1037/a0034553
   Web of Science ®Google Scholar
• Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811. doi:10.1037/0022-3514.69.5.797
   PubMed Web of Science ®Google Scholar
• Suárez-Orozco, C., Casanova, S., Martin, M., Katsiaficas, D., Cuellar, V., Smith, N. A., & Dias, S. I. (2015). Toxic rain in class: Classroom interpersonal microaggressions. Educational Researcher, 44, 151–160. doi:10.3102/0013189X15580314
   Web of Science ®Google Scholar
• Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293–302. doi:10.1016/S0883-0355(97)90011-2
   Google Scholar
• Trautwein, U., & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32, 348–366. doi:10.1016/j.cedpsych.2005.11.003
   Web of Science ®Google Scholar
• Usher, E. L. (2016). Personal capability beliefs. In L. Corno & E. M. Anderman Handbook of Educational Psychology (3rd ed., pp. 146–159) (Eds.). New York, NY: Routledge.
   Google Scholar
• Wood, P., & Kardash, C. (2002). Critical elements in the design and analysis of studies of epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 231–260). Mahwah, NJ: Erlbaum.
   Google Scholar
• Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., … Trott, J. (2016a). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108, 374–391. doi:10.1037/edu0000098
   PubMed Web of Science ®Google Scholar
• Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., … Gomez, E. M. (2016b). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113, E3341–E3348. doi:10.1073/pnas.1524360113
   PubMed Web of Science ®Google Scholar