Mindsets, contexts, and college enrollment: Taking the long view on growth mindset beliefs at the transition to high school.
context
growth mindset
life‐course perspective
Journal
Journal of research on adolescence : the official journal of the Society for Research on Adolescence
ISSN: 1532-7795
Titre abrégé: J Res Adolesc
Pays: United States
ID NLM: 9109126
Informations de publication
Date de publication:
28 Jul 2024
28 Jul 2024
Historique:
received:
16
10
2023
accepted:
25
06
2024
medline:
29
7
2024
pubmed:
29
7
2024
entrez:
29
7
2024
Statut:
aheadofprint
Résumé
Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the "long view" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short-term academic progress during the transition to high school as a contributor to longer-term educational attainment. Guided by the Mindset × Context perspective, we analyzed new follow-up data to a one-year nationally representative study of ninth graders (National Study of Learning Mindsets, n = 10,013; 50% female; 53% white; 63% from lower-SES backgrounds). A conservative Bayesian analysis revealed that adolescents' growth mindset beliefs at the beginning of ninth grade predicted their enrollment in college 4 years later. These patterns were stronger for adolescents from lower-SES backgrounds, and there was some evidence that the ninth-grade math teacher's support for the growth mindset moderated student mindset effects. Thus, a time-specific combination of student and teacher might alter long-term trajectories by enabling adolescents to develop and use beliefs at a critical transition point that supports a cumulative pathway of course-taking and achievement into college. Notably, growth mindset became less predictive of college enrollment after the onset of the COVID-19 pandemic, which occurred in the second year of college and introduced structural barriers to college persistence.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : NIH HHS
ID : R01HD084772
Pays : United States
Organisme : NIH HHS
ID : P2CHD042849
Pays : United States
Organisme : NIH HHS
ID : T32HD007081
Pays : United States
Organisme : National Science Foundation
ID : 1761179
Organisme : National Science Foundation
ID : 2004831
Organisme : William T. Grant Foundation
ID : 189706
Organisme : William T. Grant Foundation
ID : 184761
Organisme : William T. Grant Foundation
ID : 182921
Organisme : Bill & Melinda Gates Foundation
ID : OPP1197627
Pays : United States
Organisme : Bill & Melinda Gates Foundation
ID : INV-004519
Pays : United States
Organisme : UBS Optimus Foundation
ID : 47515
Informations de copyright
© 2024 Society for Research on Adolescence.
Références
Allensworth, E. M., & Easton, J. Q. (2005). The on‐track indicator as a predictor of high school graduation. Consortium on Chicago School Research, University of Chicago http://consortium.uchicago.edu/sites/default/files/publications/p78.pdf
Allison, P. D. (2001). Missing data. Sage publications.
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125. https://doi.org/10.1006/jesp.2001.1491
Attewell, P., Lavin, D., Domina, T., & Levey, T. (2007). Passing the torch: Does higher education for the disadvantaged pay off across the generations? Russell Sage Foundation.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. https://doi.org/10.1111/j.1467‐8624.2007.00995.x
Bryan, C. J., Tipton, E., & Yeager, D. S. (2021). Behavioural science is unlikely to change the world without a heterogeneity revolution. Nature Human Behaviour, 5, 980–989. https://doi.org/10.1038/s41562‐021‐01143‐3
Burnette, J. L., Billingsley, J., Banks, G. C., Knouse, L. E., Hoyt, C. L., Pollack, J. M., & Simon, S. (2022). A systematic review and meta‐analysis of growth mindset interventions: For whom, how, and why might such interventions work? Psychological Bulletin, 149, 174–205. https://doi.org/10.1037/bul0000368
Carroll, J. M., Yeager, D. S., Buontempo, J., Hecht, C., Cimpian, A., Mhatre, P., Muller, C., & Crosnoe, R. (2023). Mindset × context: Schools, classrooms, and the unequal translation of expectations into math achievement. Monographs of the Society for Research in Child Development, 88(2), 7–109. https://doi.org/10.1111/mono.12471
Carter, P. L., Welner, K. G., & Ladson‐Billings, G. (Eds.). (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford University Press.
Claro, S., & Loeb, S. (2024). Students with growth mindset learn more in school: Evidence from California's CORE School districts. Educational Researcher, 0013189X241242393. https://doi.org/10.3102/0013189X241242393
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113, 8664–8668. https://doi.org/10.1073/pnas.1608207113
Crosnoe, R., & Johnson, M. K. (2011). Research on adolescence in the twenty‐first century. Annual Review of Sociology, 37(1), 439–460. https://doi.org/10.1146/annurev‐soc‐081309‐150008
Crosnoe, R., & Muller, C. (2014). Family socioeconomic status, peers, and the path to college. Social Problems, 61, 602–624. https://doi.org/10.1525/sp.2014.12255
Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S. (2019). Do student mindsets differ by socioeconomic status and explain disparities in academic achievement in the United States? AERA Open, 5, 233285841985770. https://doi.org/10.1177/2332858419857706
Diesendruck, G. (2021). A motivational perspective on the development of social essentialism. Current Directions in Psychological Science, 30, 76–81. https://doi.org/10.1177/0963721420980724
Dodge, K. A., & Coie, J. D. (1987). Social‐information‐processing factors in reactive and proactive aggression in children's peer groups. Journal of Personality and Social Psychology, 53, 1146–1158.
Dorie, V., Hill, J., Shalit, U., Scott, M., & Cervone, D. (2017). Automated versus do‐it‐yourself methods for causal inference: Lessons learned from a data analysis competition. arXiv:1707.02641 [Stat]. http://arxiv.org/abs/1707.02641
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. S. (2017). From needs to goals and representations: Foundations for a unified theory of motivation, personality, and development. Psychological Review, 124, 689–719. https://doi.org/10.1037/rev0000082
Dweck, C. S., & Leggett, E. L. (1988). A social‐cognitive approach to motivation and personality. Psychological Review, 95(2), 256. https://doi.org/10.1037/0033‐295X.95.2.256
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14, 481–496. https://doi.org/10.1177/1745691618804166
Elder, G. H. (1998). The life course as developmental theory. Child Development, 69(1), 1–12. https://doi.org/10.2307/1132065
Elder, G. H. (1999). Children of the great depression: Social change in life experience. Westview Press.
Elder, G. H., Johnson, M. K., & Crosnoe, R. (2003). The emergence and development of life course theory. In J. T. Mortimer & M. J. Shanahan (Eds.), Handbook of the life course (pp. 3–19). Springer.
Entwisle, D. R., & Astone, N. M. (1994). Some practical guidelines for measuring Youth's race/ethnicity and socioeconomic status. Child Development, 65(6), 1521–1540. https://doi.org/10.1111/j.1467‐8624.1994.tb00833.x
Gelman, A. (2016). The problems with p‐values are not just with p‐values. The American Statistician, 70(10), 1–2.
Gelman, A., & Loken, E. (2013). The garden of forking paths: Why multiple comparisons can be a problem, even when there is no “fishing expedition” or “p‐hacking” and the research hypothesis was posited ahead of time. Department of Statistics, Columbia University, 348, 3.
Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645–662. https://doi.org/10.1016/j.appdev.2003.09.002
Goudeau, S., & Cimpian, A. (2021). How do young children explain differences in the classroom? Implications for achievement, motivation, and educational equity. Perspectives on Psychological Science, 16, 533–552. https://doi.org/10.1177/1745691620953781
Goyer, J. P., Garcia, J., Purdie‐Vaughns, V., Binning, K. R., Cook, J. E., Reeves, S. L., Apfel, N., Taborsky‐Barba, S., Sherman, D. K., & Cohen, G. L. (2017). Self‐affirmation facilitates minority middle schoolers' progress along college trajectories. Proceedings of the National Academy of Sciences, 114, 7594–7599. https://doi.org/10.1073/pnas.1617923114
Hahn, P. R., Murray, J. S., & Carvalho, C. M. (2020). Bayesian regression tree models for causal inference: Regularization, confounding, and heterogeneous effects. Bayesian Analysis, 15, 965–1056. https://doi.org/10.1214/19‐BA1195
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). Closing achievement gaps with a utility‐value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111, 745–765. https://doi.org/10.1037/pspp0000075
Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev‐psych‐122216‐011725
Hecht, C. A., Bryan, C. J., & Yeager, D. S. (2023). A values‐aligned intervention fosters growth mindset–supportive teaching and reduces inequality in educational outcomes. Proceedings of the National Academy of Sciences, 120(25), e2210704120. https://doi.org/10.1073/pnas.2210704120
Hecht, C. A., Dweck, C. S., Murphy, M. C., Kroeper, K. M., & Yeager, D. S. (2023). Efficiently exploring the causal role of contextual moderators in behavioral science. Proceedings of the National Academy of Sciences, 120(1), e2216315120. https://doi.org/10.1073/pnas.2216315120
Hecht, C. A., Gosling, S. D., Bryan, C. J., Jamieson, J. P., Murray, J. S., & Yeager, D. S. (2023). When do the effects of single‐session interventions persist? Testing the mindset + supportive context hypothesis in a longitudinal randomized trial. JCPP Advances, 3, e12191. https://doi.org/10.1002/jcv2.12191
Hecht, C. A., Murphy, M. C., Dweck, C. S., Bryan, C. J., Trzesniewski, K. H., Medrano, F. N., Giani, M., Mhatre, P., & Yeager, D. S. (2023). Shifting the mindset culture to address global educational disparities. npj Science of Learning, 8(1), 29. https://doi.org/10.1038/s41539‐023‐00181‐y
Hecht, C. A., Yeager, D. S., Dweck, C. S., & Murphy, M. C. (2021). Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions. In Advances in child development and behavior (Vol. 61, pp. 169–197). Elsevier. https://doi.org/10.1016/bs.acdb.2021.04.004
Hout, M. (2012). Social and economic returns to college education in the United States. Annual Review of Sociology, 38(1), 379–400. https://doi.org/10.1146/annurev.soc.012809.102503
Huesmann, L. R., & Guerra, N. G. (1997). Children's normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72, 408–419. https://doi.org/10.1037/0022‐3514.72.2.408
Kersting, N. B., Sherin, B. L., & Stigler, J. W. (2014). Automated scoring of teachers' open‐ended responses to video prompts: Bringing the classroom‐video‐analysis assessment to scale. Educational and Psychological Measurement, 74, 950–974. https://doi.org/10.1177/0013164414521634
Lareau, A. (2003). Unequal childhoods: Class, race, and family life. University of California Press.
Lerner, R. M., & Busch‐Rossnagel, N. A. (2014). Individuals as producers of their development: A life‐span perspective. Elsevier Science.
Levy, S. R., & Dweck, C. S. (1999). The impact of children's static versus dynamic conceptions of people on stereotype formation. Child Development, 70, 1163–1180. https://doi.org/10.1111/1467‐8624.00085
Long, H., & Douglas‐Gabriel, D. (2020). The latest crisis: Low‐income students are dropping out of college this fall in alarming numbers. The Washington Post.
McShane, B. B., Gal, D., Gelman, A., Robert, C., & Tackett, J. L. (2019). Abandon statistical significance. The American Statistician, 73(sup1), 235–245. https://doi.org/10.1080/00031305.2018.1527253
Molden, D. C., & Dweck, C. S. (2006). Finding “meaning” in psychology: A lay theories approach to self‐regulation, social perception, and social development. American Psychologist, 61, 192–203. https://doi.org/10.1037/0003‐066X.61.3.192
Morgan, S. L. (2005). On the edge of commitment: Educational attainment and race in the United States. Stanford University Press.
Mulvey, K. L., Hitti, A., & Killen, M. (2010). The development of stereotyping and exclusion. Wiley Interdisciplinary Reviews: Cognitive Science, 1, 597–606. https://doi.org/10.1002/wcs.66
Murphy, M. C., Gopalan, M., Carter, E. R., Emerson, K. T. U., Bottoms, B. L., & Walton, G. M. (2020). A customized belonging intervention improves retention of socially disadvantaged students at a broad‐access university. Science Advances, 6, eaba4677. https://doi.org/10.1126/sciadv.aba4677
National Center for Education Statistics. (2014). Tables for the 2014 version of the Digest for Education Statistics. https://nces.ed.gov/programs/coe/pdf/coe_tva.pdf
National Student Clearinghouse. (2021a). Persistence and retention: Fall 2019 beginning cohort. https://nscresearchcenter.org/wp‐content/uploads/PersistenceRetention2021.pdf
National Student Clearinghouse. (2021b). Term Enrollment Estimates: Spring 2021. https://nscresearchcenter.org/wp‐content/uploads/CTEE_Report_Spring_2021.pdf
OECD. (2021). Sky's the limit: Growth mindset, students, and schools in PISA. OECD.
Okonofua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proceedings of the National Academy of Sciences, 113, 5221–5226. https://doi.org/10.1073/pnas.1523698113
Okonofua, J. A., Perez, A. D., & Darling‐Hammond, S. (2020). When policy and psychology meet: Mitigating the consequences of bias in schools. Science Advances, 6, eaba9479. https://doi.org/10.1126/sciadv.aba9479
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind‐set interventions are a scalable treatment for academic underachievement. Psychological Science, 26, 784–793. https://doi.org/10.1177/0956797615571017
Payne, K., & Lundberg, K. (2014). The affect misattribution procedure: Ten years of evidence on reliability, validity, and mechanisms. Social and Personality Psychology Compass, 8, 672–686. https://doi.org/10.1111/spc3.12148
Reber, S., & Smith, E. (2023). College enrollment disparities: Understanding the role of academic preparation. Brookings Institution. https://www.brookings.edu/wp‐content/uploads/2023/02/20230123_CCF_CollegeEnrollment_FINAL2.pdf
Reeves, S. L., Henderson, M. D., Cohen, G. L., Steingut, R. R., Hirschi, Q., & Yeager, D. S. (2020). Psychological affordances help explain where a self‐transcendent purpose intervention improves performance. Journal of Personality and Social Psychology, 120, 1–15. https://doi.org/10.1037/pspa0000246
Rege, M., Hanselman, P., Solli, I. F., Dweck, C. S., Ludvigsen, S., Bettinger, E., Crosnoe, R., Muller, C., Walton, G., Duckworth, A., & Yeager, D. S. (2020). How can we inspire nations of learners? An investigation of growth mindset and challenge‐seeking in two countries. American Psychologist, 76, 755–767. https://doi.org/10.1037/amp0000647
Robins, R. W., & Pals, J. L. (2002). Implicit self‐theories in the academic domain: Implications for goal orientation, attributions, affect, and self‐esteem change. Self and Identity, 1, 313–336. https://doi.org/10.1080/15298860290106805
Ross, C. E., & Mirowsky, J. (2006). Sex differences in the effect of education on depression: Resource multiplication or resource substitution? Social Science & Medicine, 63, 1400–1413. https://doi.org/10.1016/j.socscimed.2006.03.013
Ryan, J. M. (Ed.). (2023). Pandemic pedagogies: Teaching and learning during the COVID‐19 pandemic. Routledge.
Schulenberg, J. E. (2016). 2016 Presidential Address.
Schulenberg, J. E., & Maggs, J. L. (2002). A developmental perspective on alcohol use and heavy drinking during adolescence and the transition to young adulthood. Journal of Studies on Alcohol, 14, 54–70. https://doi.org/10.15288/jsas.2002.s14.54
Schulenberg, J. E., Maggs, J. L., & O'Malley, P. M. (2003). How and why the understanding of developmental continuity and discontinuity is important. In J. T. Mortimer & M. J. Shanahan (Eds.), Handbook of the life course (pp. 413–436). Springer. https://doi.org/10.1007/978‐0‐306‐48247‐2_19
Schulenberg, J. E., Maslowsky, J., Maggs, J. L., & Zucker, R. A. (2018). Development matters: Taking the long view on substance use during adolescence and the transition to adulthood. In P. M. Monti, S. M. Colby, & T. O. Tevyaw (Eds.), Brief interventions for adolescent alcohol and substance abuse (pp. 13–49). The Guilford Press.
Shanahan, M. J., & Elder, G. H. (2002). History, agency, and the life course. In L. J. Crockett (Ed.), Agency, motivation, and the life course (pp. 145–186). University of Nebraska Press.
Shanahan, M. J., Miech, R. A., & Elder, G. H. (1998). Changing pathways to attainment in Men's lives: Historical patterns of school, work, and social class. Social Forces, 77(1), 231. https://doi.org/10.2307/3006016
Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False‐positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant. Psychological Science, 22(11), 1359–1366. https://doi.org/10.1177/0956797611417632
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta‐analytic review of research. Review of Educational Research, 75, 417–453. https://doi.org/10.3102/00346543075003417
Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social‐class achievement gap: A difference‐education intervention improves first‐generation students' academic performance and all students' college transition. Psychological Science, 25, 943–953. https://doi.org/10.1177/0956797613518349
Stephens, N. M., Markus, H. R., & Phillips, L. T. (2014). Social class culture cycles: How three gateway contexts shape selves and fuel inequality. Annual Review of Psychology, 65, 611–634. https://doi.org/10.1146/annurev‐psych‐010213‐115143
Trzesniewski, K. H., Yeager, D. S., Molina, D. C., Claro, S., Oberle, C., & Murphy, M. C. (2021). Global mindset initiative paper 3: Measuring growth mindset classroom cultures. Yidan Prize Foundation.
United States Census Bureau. (2020). Week 13 household pulse survey: August 19–31. https://www.census.gov/data/tables/2020/demo/hhp/hhp13.html
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96. https://doi.org/10.1037/0022‐3514.92.1.82
Walton, G. M., & Cohen, G. L. (2011). A brief social‐belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447–1451. https://doi.org/10.1126/science.1198364
Walton, G. M., Logel, C., Peach, J. M., Spencer, S. J., & Zanna, M. P. (2015). Two brief interventions to mitigate a “chilly climate” transform women's experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107, 468–485. https://doi.org/10.1037/a0037461
Walton, G. M., & Wilson, T. D. (2018). Wise interventions: Psychological remedies for social and personal problems. Psychological Review, 125(5), 617–655. https://doi.org/10.1037/rev0000115
Walton, G. M., & Yeager, D. S. (2020). Seed and soil: Psychological affordances in contexts help to explain where wise interventions succeed or fail. Current Directions in Psychological Science, 29, 219–226. https://doi.org/10.1177/0963721420904453
Weininger, E. B., Lareau, A., & Conley, D. (2015). What money Doesn't buy: Class resources and Children's participation in organized extracurricular activities. Social Forces, 94(2), 479–503. https://doi.org/10.1093/sf/sov071
Williams, C. L., Hirschi, Q., Sublett, K. V., Hulleman, C. S., & Wilson, T. D. (2020). A brief social belonging intervention improves academic outcomes for minoritized high school students. Motivation Science, 6, 423–437. https://doi.org/10.1037/mot0000175
Woody, S., Carvalho, C. M., & Murray, J. S. (2021). Model interpretation through lower‐dimensional posterior summarization. Journal of Computational and Graphical Statistics, 30, 144–161. https://doi.org/10.1080/10618600.2020.1796684
Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C., Kudym, M., Murphy, M., Duckworth, A. L., Walton, G. M., & Dweck, C. S. (2022). Teacher mindsets help explain where a growth‐mindset intervention does and doesn't work. Psychological Science, 33(1), 18–32. https://doi.org/10.1177/09567976211028984
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314. https://doi.org/10.1080/00461520.2012.722805
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75, 1269–1284. https://doi.org/10.1037/amp0000794
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364–369. https://doi.org/10.1038/s41586‐019‐1466‐y
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., Roberts, A., Trott, J., Greene, D., Walton, G. M., & Dweck, C. S. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108, 374–391. https://doi.org/10.1037/edu0000098
Yeager, D. S., & Walton, G. M. (2011). Social‐psychological interventions in education: They're not magic. Review of Educational Research, 81, 267–301. https://doi.org/10.3102/0034654311405999
Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., Kamentz, D., Ritter, G., Duckworth, A. L., Urstein, R., Gomez, E. M., Markus, H. R., Cohen, G. L., & Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113, E3341–E3348. https://doi.org/10.1073/pnas.1524360113