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Journal of Women and Minorities in Science and Engineering

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ISSN Печать: 1072-8325

ISSN Онлайн: 1940-431X

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THE INFLUENCE OF A GROWTH MINDSET INTERVENTION ON MIDDLE SCHOOL GIRLS' BELIEFS ABOUT THE NATURE OF INTELLIGENCE

Том 26, Выпуск 3, 2020, pp. 245-262
DOI: 10.1615/JWomenMinorScienEng.2020026324
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Краткое описание

This research project explored the influence of a one-hour session on growth mindset during two offerings of a three-day science, technology, engineering, and mathematics (STEM) summer camps for middle-school girls. One hundred and two girls in grades 5−7 participated in hands-on activities provided by faculty members and graduate students from four colleges at a large, midwestern university: Agriculture, Arts and Sciences, Engineering and Veterinary Medicine. A quasi-experimental design was used to measure the impact of the growth mindset intervention on girls' beliefs about the nature of intelligence. Participants completed three Likert-scale items to assess their beliefs about intelligence in pre- and post- surveys. On average, participants rejected statements suggesting that intelligence is innate and their belief that intelligence can grow increased according to their responses on the pre- and post- surveys. This increase in beliefs that reflect a growth mindset was significantly greater for girls who participated in the growth mindset intervention (treatment) than for those who did not (control).

Ключевые слова: growth mindset, beliefs, STEM outreach, middle-school, girls
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ЦИТИРОВАНО В
  1. Hampton Cynthia, Reeping David, Ozkan Desen Sevi, Positionality Statements in Engineering Education Research: A Look at the Hand that Guides the Methodological Tools, Studies in Engineering Education, 1, 2, 2021. Crossref

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