Positive Feedback as a Lever to Boost Students’ STEM Outcomes

Author:

Park Lora E.1ORCID,Ward Deborah E.2ORCID,Moore-Russo Deborah3,Rickard Brian4,Vessels Valerie1,Hundley Joseph1

Affiliation:

1. University at Buffalo, The State University of New York, NY, USA

2. Saint Joseph’s University, Philadelphia, PA, USA

3. The University of Oklahoma, Norman, USA

4. University of Arkansas, Little Rock, USA

Abstract

Although many college students intend to major in Science, Technology, Engineering, and Mathematics (STEM), dropout from these fields is high, especially among members of historically underrepresented groups, such as women and racial-ethnic minorities. We propose a minimal, yet potentially powerful intervention to broaden participation in STEM: giving positive feedback to students in STEM. Studies 1 and 2 found that giving positive feedback is less normative in math (vs. English) courses, and instructors’ feedback-giving practices and students’ experiences mirror these norms. However, students who received positive (vs. only objective) feedback on introductory-level college calculus exams showed greater belonging and self-efficacy in math, which predicted better STEM outcomes (i.e., increased interest in STEM and higher final math course grades, respectively, Study 3). These findings were especially strong for racial-ethnic minority students. Giving positive (vs. only objective) feedback is thus a potentially transformative tool that boosts student outcomes, especially for underrepresented groups.

Funder

National Science Foundation

Publisher

SAGE Publications

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Corrigendum to Positive Feedback as a Lever to Boost Students’ STEM Outcomes;Personality and Social Psychology Bulletin;2024-08-31

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