Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents

Abstract

Impulsivity has been linked to academic performance in the context of Attention Deficit Hyperactivity Disorder, though its influence on a wider spectrum of students remains largely unexplored, particularly in the context of STEM learning (i.e. science, technology, engineering, and math). STEM learning was hypothesized to be more challenging for impulsive students, since it requires the practice and repetition of tasks as well as concerted attention to task performance. Impulsivity was assessed in a cross-sectional sample of 2,476 students in grades 6–12. Results show impulsivity affects a larger population of students, not limited to students with learning disabilities. Impulsivity was associated with lower sources of self-efficacy for science (SSSE), interest in most STEM domains (particularly math), and self-reported STEM skills. The large negative effect size observed for impulsivity was opposed by higher mindset, which describes a student’s belief in the importance of effort when learning is difficult. Mindset had a large positive effect size associated with greater SSSE, STEM interest, and STEM skills. When modeled together, results offer that mindset interventions may benefit impulsive students who struggle with STEM. Together, these data suggest important interconnected roles for impulsivity and mindset that can influence secondary students’ STEM trajectories.

Knight Scholars Program: A Tiered Three-Year Mentored Training Program for Urban and Rural High School High School Students Increases Interest and Self-Efficacy in Interprofessional Cancer Research

“…Students in the intervention and comparison groups completed surveys before (within one week) and after (within two weeks) the Introduction and Immersion programs. Evaluation instruments and timelines are described in Appendix C and include measures of STEM interest ( Byars-Winston et al, 2010 ; Lent et al, 2003 ), grit ( Duckworth and Quinn, 2009 ), impulsivity ( Steinberg et al, 2013 ), science self-efficacy ( Marriott et al, 2019 ; Usher and Parajes, 2009 ), mindset ( Paunesku et al, 2015 ), motivation and self-determination theory (adapted scale from Deci et al, 2001 for science), biomedical research attitudes ( Cameron, 2005 ), and research self-efficacy ( Weston and Laursen, 2015 ), with the latter reported in this manuscript. Research self-efficacy was measured post-program using the Undergraduate Research Student Self-Assessment (URSSA; Weston and Laursen, 2015 ) which presents five questions on a five-point Likert scale (0=No Gains; 4=Great Gain; Appendix C ).…”

“…Peer mentors supplemented other program mentorship (i.e., community liaisons, scientist partners, community partners, and program staff). Lent et al, 2003), grit (Duckworth and Quinn, 2009), impulsivity (Steinberg et al, 2013), science self-efficacy (Marriott et al, 2019;Usher and Parajes, 2009), mindset (Paunesku et al, 2015), motivation and self-determination theory (adapted scale from Deci et Scientist Evaluation. Feedback from research learning communities, including the laboratory principal investigators and research staff involved with hosting Immersion scholars, was solicited at the end of each of the four two-day placements.…”

Statistics anxiety or statistics fear? A reinforcement sensitivity theory perspective on psychology students’ statistics anxiety, attitudes, and self-efficacy

“…Although considered a BAS facet, impulsivity appears to be distinct from the other BAS scales and has been found to be associated with extraversion and low conscientiousness (Dawe & Loxton, 2004;Corr et al, 2013) -which is associated with less favourable attitudes to learning statistics. Additionally, research indicates that impulsivity is associated with lower science self-efficacy (Marriott et al, 2019) and higher trait anxiety in students (Yeo & Lee, 2017). Thus, those high on impulsivity may have a less favourable attitude and given their tendency to act in an unplanned manner, may be less likely to engage in effective learning strategies, such as setting goals, setting aside study time, organizing their learning environment, leading them to experience higher statistics anxiety and lower self-efficacy.…”

Scalable and Practical Interventions Faculty Can Deploy to Increase Student Success

“…Learning objectives are meant to provide students and teachers with an end goal for each to know expectations [55], [216], [217]. Some sources suggest placing learning objectives at the beginning of a course or as pre-class content [138], [218].…”