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

Lisa K. Marriott, Leigh A. Coppola, Suzanne H. Mitchell, Jana L. Bouwma-Gearhart, Zunqiu Chen, Dara Shifrer, Alicia B. Feryn, Jackilen (Jackie) Shannon

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Article numbere0201939
JournalPloS one
Volume14
Issue number8
DOIs
StatePublished - Jan 1 2019

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self-efficacy
Scanning Transmission Electron Microscopy
Impulsive Behavior
Self Efficacy
students
Students
learning
Learning
academic achievement
Learning Disorders
Engineering technology
Task Performance and Analysis
Attention Deficit Disorder with Hyperactivity
trajectories
engineering
Trajectories
Technology

ASJC Scopus subject areas

  • Biochemistry, Genetics and Molecular Biology(all)
  • Agricultural and Biological Sciences(all)

Cite this

Marriott, L. K., Coppola, L. A., Mitchell, S. H., Bouwma-Gearhart, J. L., Chen, Z., Shifrer, D., ... Shannon, J. J. (2019). Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents. PloS one, 14(8), [e0201939]. https://doi.org/10.1371/journal.pone.0201939

Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents. / Marriott, Lisa K.; Coppola, Leigh A.; Mitchell, Suzanne H.; Bouwma-Gearhart, Jana L.; Chen, Zunqiu; Shifrer, Dara; Feryn, Alicia B.; Shannon, Jackilen (Jackie).

In: PloS one, Vol. 14, No. 8, e0201939, 01.01.2019.

Research output: Contribution to journalArticle

Marriott, LK, Coppola, LA, Mitchell, SH, Bouwma-Gearhart, JL, Chen, Z, Shifrer, D, Feryn, AB & Shannon, JJ 2019, 'Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents', PloS one, vol. 14, no. 8, e0201939. https://doi.org/10.1371/journal.pone.0201939
Marriott LK, Coppola LA, Mitchell SH, Bouwma-Gearhart JL, Chen Z, Shifrer D et al. Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents. PloS one. 2019 Jan 1;14(8). e0201939. https://doi.org/10.1371/journal.pone.0201939
Marriott, Lisa K. ; Coppola, Leigh A. ; Mitchell, Suzanne H. ; Bouwma-Gearhart, Jana L. ; Chen, Zunqiu ; Shifrer, Dara ; Feryn, Alicia B. ; Shannon, Jackilen (Jackie). / Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents. In: PloS one. 2019 ; Vol. 14, No. 8.
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