Undergraduate Lay Theories of Abilities: Mindset, universality, and brilliance beliefs uniquely predict undergraduate educational outcomes-Reference-Cited by-同舟云学术

Undergraduate Lay Theories of Abilities: Mindset, universality, and brilliance beliefs uniquely predict undergraduate educational outcomes

Published:2023-12 Issue:4 Volume:22 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Limeri Lisa B.¹,Carter Nathan T.²,Lyra Franchesca³,Martin Joel⁴,Mastronardo Halle⁴,Patel Jay⁴,Dolan Erin L.⁴

Affiliation:

1. Department of Biological Sciences, Texas Tech University, Lubbock, TX 79409

2. Department of Psychology, Michigan State University, East Lansing, MI 48824

3. Department of STEM Education, University of Texas, Austin, Austin, TX 78712

4. Department of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602

Abstract

This article presents a new measure of Science and Math undergraduates’ mindset beliefs: the Undergraduate Lay Theories of Abilities survey. The authors find that mindset, brilliance, and universality are distinct and empirically discriminable constructs. They also find that each of these lay theories contributes unique predictive value to relevant academic outcomes.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference58 articles.

1. Evidence of bias against girls and women in contexts that emphasize intellectual ability.

2. Messages about brilliance undermine women's interest in educational and professional opportunities

3. Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention

4. A Growth Mind-Set Intervention Improves Interest but Not Academic Performance in the Field of Computer Science

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