Whose Ability and Growth Matter? Gender, Mindset and Performance in Physics

Autor/inn/en	Malespina, Alysa; Schunn, Christian D.; Singh, Chandralekha
Titel	Whose Ability and Growth Matter? Gender, Mindset and Performance in Physics
Quelle	In: International Journal of STEM Education, 9 (2022), Artikel 28 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malespina, Alysa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-022-00342-2
Schlagwörter	Ability; Gender Differences; Academic Achievement; Physics; Intelligence; Student Attitudes; Self Concept; Regression (Statistics); Grade Prediction + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Geschlechterkonflikt; Schulleistung; Physik; Intelligenz; Klugheit; Schülerverhalten; Selbstkonzept; Regression; Regressionsanalyse
Abstract	Background: Motivational factors are one active area of research that aims to increase the inclusion of women in physics. One of these factors that has only recently gained traction in physics is intelligence mindset (i.e., the belief that intelligence is either innate and unchangeable or can be developed). We studied 781 students in calculus-based Physics 1 to investigate if their mindset views were separable into more nuanced dimensions, if they varied by gender/sex and over time, and if they predicted course grade. Confirmatory factor analysis was used to divide mindset survey questions along two dimensions: myself versus others and growth versus ability aspects of mindset. Paired and unpaired t-tests were used to compare mindset factors over time and between genders, respectively. Multiple regression analysis was used to find which mindset factors were the best predictors of course grade. Results: This study shows that intelligence mindset can be divided into four factors: My Ability, My Growth, Others' Ability, and Others' Growth. Further, it reveals that gender differences are more pronounced in the "My" categories than the "Others'" categories. At the start of the course, there are no gender differences in any mindset component, except for My Ability. However, gender differences develop in each component from the start to the end of the course, and in the My Ability category, the gender differences increase over time. Finally, we find that My Ability is the only mindset factor that predicts course grade. Conclusion: These results allow for a more nuanced view of intelligence mindset than has been suggested in previous interview and survey-based work. By looking at the differences in mindset factors over time, we see that learning environments affect women's and men's intelligence mindsets differently. The largest gender difference is in My Ability, the factor that best predicts course grade. This finding has implications for developing future mindset interventions and opens new opportunities to eliminate classroom inequities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01