Acceso usuarios
Jennifer LaCosse, Mary C. Murphy, Julie A. Garcia, Sabrina Zirkel
Two decades of research consistently demonstrates that students’ beliefs about the malleability of intelligence (also known as “mindsets”) influence their motivation and academic outcomes. The current work provides a novel extension to this literature by examining how STEM professors’ mindset beliefs can influence students’—and particularly female students’—anticipated psychological experiences and interest in those professors’ courses. In 3 experiments, college students evaluated STEM courses taught by professors who espoused either fixed or growth mindset beliefs. Students’ anticipated psychological experiences (i.e., fair treatment concerns, sense of belonging, evaluation concerns), anticipated course performance, and ultimately, course interest were assessed. Results revealed that, regardless of gender, students anticipated more negative psychological experiences, lower performance, and lower course interest when courses were taught by STEM professors who endorsed more fixed (vs. growth) mindset beliefs. However, consistent with an identity threat framework, the effects of STEM professors’ mindset beliefs (in all studies and across all outcomes) were much larger among female students. Results suggest that professors’ perceived mindset beliefs may deter students from taking the STEM courses students need in order to major in STEM. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
