Perceptions of science teachers’ growth-mindset practices and U.S. high school students’ initial science identity and its development

References

• Andersen, L., & Ward, T. (2014). Expectancy-value models for the STEM persistence plans of ninth-grade, high-ability students: A comparison between Black, Hispanic, and White students. Science Education, 98(2), 216–242. https://doi.org/10.1002/sce.21092
   Web of Science ®Google Scholar
• Australian Council of Learned Academies [ACOLA]. (2013). STEM: Country comparisons: International comparisons of science, technology, engineering and mathematics (STEM) education. Australian Council of Learned Academies. https://acola.org/stem-country-comparisons-saf02/
   Google Scholar
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
   Web of Science ®Google Scholar
• Barton, A., & Tan, E. (2010). We be burnin'! Agency, identity, and science learning. Journal of the Learning Sciences, 19(2), 187–229. https://doi.org/10.1080/10508400903530044
   Web of Science ®Google Scholar
• Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
   PubMed Web of Science ®Google Scholar
• Bottia, M., Stearns, E., Mickelson, R., & Moller, S. (2018). Boosting the numbers of STEM majors? The role of high schools with a STEM program. Science Education, 102(1), 85–107. https://doi.org/10.1002/sce.21318
   Web of Science ®Google Scholar
• Byars-Winston, A., & Rogers, J. (2019). Testing intersectionality of race/ethnicity × gender in a social–cognitive career theory model with science identity. Journal of Counseling Psychology, 66(1), 30–44. https://doi.org/10.1037/cou0000309
   PubMed Web of Science ®Google Scholar
• Chapman, A., & Feldman, A. (2017). Cultivation of science identity through authentic science in an urban high school classroom. Cultural Studies of Science Education, 12(2), 469–491. https://doi.org/10.1007/s11422-015-9723-3
   Web of Science ®Google Scholar
• Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35(1), 75–87. https://doi.org/10.1016/j.cedpsych.2009.10.003
   Web of Science ®Google Scholar
• Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Lawrence Erlbaum Associates.
   Google Scholar
• Dou, R., Hazari, Z., Dabney, K., Sonnert, G., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103(3), 623–637. https://doi.org/10.1002/sce.21499
   Web of Science ®Google Scholar
• Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press.
   Google Scholar
• Dweck, C. S. (2006). Mindset: The new psychology of success. Penguin Random House LLC.
   Google Scholar
• Dweck, C. S. (2008). Mindsets and math/science achievement. Carnegie Corporation of New York, Institute for Advanced Study, Commission on Mathematics and Science Education.
   Google Scholar
• Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
   Web of Science ®Google Scholar
• Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78–89. https://doi.org/10.1080/00461520902832368
   Web of Science ®Google Scholar
• Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x
   Web of Science ®Google Scholar
• Education Week Research Center. (2016). Mindset in the classroom: A national study of k-12 teachers. http://www.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf
   Google Scholar
• Erikson, E. H. (1968). Identity: Youth and crisis. Norton.
   Google Scholar
• Faller, S. (2018). “When you walk into this room, you’re scientists!” How you can promote positive, science-linked identities for all your students. Science Scope, 41(9), 6–9. https://doi.org/10.2505/4/ss18_041_09_6
   Google Scholar
• Fischbach, A., Baudson, T. G., Preckel, F., Martin, R., & Brunner, M. (2013). Do teacher judgments of student intelligence predict life outcomes? Learning and Individual Differences, 27, 109–119. https://doi.org/10.1016/j.lindif.2013.07.004
   Web of Science ®Google Scholar
• Gee, J. (2001). Identity as an analytical lens for research in education. Review of Research in Education, 25(2000–2001), 99–125. https://doi.org/10.2307/1167322
   Google Scholar
• Gutman, L. (2006). How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. Contemporary Educational Psychology, 31(1), 44–63. https://doi.org/10.1016/j.cedpsych.2005.01.004
   Web of Science ®Google Scholar
• Haimovitz, K., & Dweck, C. S. (2016). Parents’ views of failure predict children’s fixed and growth intelligence mind-sets. Psychological Science, 27(6), 859–869. https://doi.org/10.1177/0956797616639727
   PubMed Web of Science ®Google Scholar
• Harrell-Levy, M. K., & Kerpelman, J. L. (2010). Identity process and transformative pedagogy: Teachers as agents of identity formation. Identity, 10(2), 76–91. https://doi.org/10.1080/15283481003711684
   Google Scholar
• Hernandez, P. R., Schultz, P. W., Estrada, M., Woodcock, A., & Chance, R. C. (2013). Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM. Journal of Educational Psychology, 105(1), 89–107. https://doi.org/10.1037/a0029691
   Web of Science ®Google Scholar
• Horowitz, E., Sorensen, N., Yoder, N., & Oyserman, D. (2018). Teachers can do it: Scalable identity-based motivation intervention in the classroom. Contemporary Educational Psychology, 54, 12–28. https://doi.org/10.1016/j.cedpsych.2018.04.004
   Web of Science ®Google Scholar
• Ingel, R., Rogers, J. E., Jin, Y., & Leinwand, S. (2011). High School Longitudinal Study of 2009 (HSLS:09). Base-year data file documentation (NCES 2011-328). U.S. Department of Education. National Center for Education Statistics. Retrieved March 10, 2020, from http://nces.ed.gov/pubsearch
   Google Scholar
• Kennett, D. J., & Keefer, K. (2006). Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: An integrated approach. Educational Psychology, 26(3), 441–457. https://doi.org/10.1080/01443410500342062
   Google Scholar
• Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, 22(4), 529–545. https://doi.org/10.1007/BF03173470
   Web of Science ®Google Scholar
• Martinot, D., & Désert, M. (2007). Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: When boys do not surpass girls. Social Psychology of Education, 10(4), 455–471. https://doi.org/10.1007/s11218-007-9028-9
   Google Scholar
• McKinney, E. E. (2018). The impact of teacher growth mindset on student self-efficacy and math performance for all students and for English learners [Doctoral dissertation]. PsycINFO. (UMI No. AAI13421529).
   Google Scholar
• Miller, R., & Wang, S. (2019). Cultivating adolescents’ academic identity: Ascertaining the mediating effects of motivational beliefs between classroom practices and mathematics identity. Journal of Youth and Adolescence, 48(10), 2038–2050. https://doi.org/10.1007/s10964-019-01115-x
   PubMed Web of Science ®Google Scholar
• National Center for Education Statistics [NCES]. (2011). High School Longitudinal Study: 2009 EDAT extract codebook. Retrieved October 10, 2011, from http://nces.ed.gov/surveys/hsls09/hsls09_data.asp
   Google Scholar
• National Research Council [NRC]. (2007). Taking science to school: Learning and teaching science in grades K-8 (R. Duschl, H. Schweingruber, & H. Shouse, Eds.). National Academy Press.
   Google Scholar
• NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. National Academies Press.
   Google Scholar
• Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199
   Web of Science ®Google Scholar
• Patterson, M. M., Kravchenko, N., Chen-Bouck, L., & Kelley, J. A. (2016). General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers. Teaching and Teacher Education, 59, 180–190. https://doi.org/10.1016/j.tate.2016.06.004
   Web of Science ®Google Scholar
• Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315–329. https://doi.org/10.1037/a0034027
   Web of Science ®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(3), 731–737. https://doi.org/10.1016/j.jesp.2011.12.012
   Web of Science ®Google Scholar
• Robinson, K., Perez, T., Nuttall, A., Roseth, C., & Linnenbrink-Garcia, L. (2018). From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college. Developmental Psychology, 54(10), 1977–1992. https://doi.org/10.1037/dev0000567
   PubMed Web of Science ®Google Scholar
• Rosa, K. (2018). Science identity possibilities: A look into Blackness, masculinities, and economic power relations. Cultural Studies of Science Education, 13(4), 1005–1013. https://doi.org/10.1007/s11422-018-9859-z
   Web of Science ®Google Scholar
• Sarrasin, J., Nenciovici, L., Foisy, L., Allaire-Duquette, G., Riopel, M., & Masson, S. (2018). Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis. Trends in Neuroscience and Education, 12, 22–31. https://doi.org/10.1016/j.tine.2018.07.003
   Web of Science ®Google Scholar
• Schmidt, J. A., & Shumow, L. (2020). Testing a mindset intervention as a resilience factor among Latino/a students in science. Journal of Latinos and Education, 19(1), 76–92. https://doi.org/10.1080/15348431.2018.1478295
   Web of Science ®Google Scholar
• Schmidt, J. A., Shumow, L., & Kackar-Cam, H. Z. (2015). Teacher effects in outcomes of a growth mindset intervention in seventh grade science classes. Middle Grades Research Journal, 10(2), 17–32.
   Google Scholar
• Seo, E., Shen, Y., & Alfaro, E. C. (2019). Adolescents’ beliefs about math ability and their relations to STEM career attainment: Joint consideration of race/ethnicity and gender. Journal of Youth and Adolescence, 48(2), 306–325. https://doi.org/10.1007/s10964-018-0911-9
   PubMed Web of Science ®Google Scholar
• Sinai, M., Kaplan, A., & Flum, H. (2012). Promoting identity exploration within the school curriculum: A design-based study in a junior high literature lesson in Israel. Contemporary Educational Psychology, 37(3), 195–205. https://doi.org/10.1016/j.cedpsych.2012.01.006
   Web of Science ®Google Scholar
• Sisk, V., Burgoyne, A., Sun, J., Butler, J., & Macnamara, B. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549–571. https://doi.org/10.1177/0956797617739704
   PubMed Web of Science ®Google Scholar
• Spitzer, B., & Aronson, J. (2015). Minding and mending the gap: Social psychological interventions to reduce educational disparities. British Journal of Educational Psychology, 85(1), 1–18. https://doi.org/10.1111/bjep.12067
   PubMed Web of Science ®Google Scholar
• Usher, E. L. (2016). Personal capability beliefs. In L. Corno & E. Anderman (Eds.), Handbook of educational psychology (6th ed., pp. 146–159). Routledge.
   Google Scholar
• Vincent-Ruz, P., & Schunn, C. (2018). The nature of science identity and its role as the driver of student choices. International Journal of STEM Education, 5(1), 1–12. https://doi.org/10.1186/s40594-018-0140-5
   PubMedGoogle Scholar
• Wigfield, A., & Wagner, A. L. (2005). Competence, motivation, and identity development during adolescence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 222–239). Guilford Publications.
   Google Scholar
• Yeager, D. S., Hanselman, P., Gregory M, W., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y
   PubMed Web of Science ®Google Scholar