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Session:
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PER: Diversity, Equity & Inclusion
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Paper Type:
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Contributed
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Title:
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Improving Physics Students' Self-Efficacy with a Brief Mindset Intervention
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Meeting:
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2019 Summer Meeting: Provo, UT |
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Location:
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N/A |
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Date:
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Time:
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5:35PM
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Author:
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Ian D, Beatty, UNC Greensboro
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Co-Author(s):
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Stephanie J. Sedberry-Carrino, William J. Gerace, Michael J. Kane, Jason Strickhouser
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Abstract:
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Helping more university students, especially under-represented minorities, complete STEM degrees and enter the STEM workforce has proven to be surprisingly difficult. Those most at risk benefit least from innovations addressing only pedagogy or curriculum. Research shows that we must influence students' self-efficacy: their belief that they can overcome setbacks and ultimately succeed. Our NSF-funded project is developing and validating a short, inexpensive, easily-used intervention to improve students' self-efficacy, suitable for any university STEM course. It builds on two different kinds of research-based intervention: "attributional retraining," about ascribing successes and failures to internal rather than external factors; and "growth mindset," about becoming smarter and more successful through perseverance and conscious attention to thinking and learning strategies. While interventions of demonstrated efficacy exist for each, none address both attribution and mindset, and none are suitable for widespread use in university-level STEM instruction.
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Footnotes:
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None
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