Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective

Contemporary Educational Psychology, Journal Year: 2024, Volume and Issue: 77, P. 102280 - 102280

Published: May 14, 2024

Language: Английский

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Who Gets to Belong in College? An Empirical Review of How Institutions Can Assess and Expand Opportunities for Belonging on Campus

Educational Psychology Review, Journal Year: 2025, Volume and Issue: 37(2)

Published: April 9, 2025

Language: Английский

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Instructor mindset beliefs and behaviors: How do students and instructors perceive them?

Social Psychology of Education, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 11, 2024

Language: Английский

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Unlocking academic success: How growth mindset interventions enhance student performance through self-belief and effort regulation

Acta Psychologica, Journal Year: 2025, Volume and Issue: 256, P. 104977 - 104977

Published: April 9, 2025

Language: Английский

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The evolution of mindset research: Forging connections across individuals, situations, and cultures

Advances in experimental social psychology, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 1, 2025

Language: Английский

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Student perceptions of supports and barriers for transferring quantitative reasoning in introductory biology lab courses

Journal of Microbiology and Biology Education, Journal Year: 2025, Volume and Issue: unknown

Published: May 9, 2025

ABSTRACT Quantitative reasoning is a critical skill in biology and has been highlighted as core competency by Vision Change . Despite its importance, students often struggle to apply mathematical skills new contexts biology, process called transfer of knowledge. However, the supports barriers that perceive for this remain unclear. To explore further, we interviewed undergraduate an introductory lab course about how they understand report quantitative these courses. We then applied themes Step Back, Translate, Extend (SBTE) framework examine student perceptions their knowledge transfer. Students reported different at each level process. At first step framework, recognition level, reflecting on previous chemistry, statistics, physics learning helpful cues indicate opportunity. Others, however, perceiving math science separate subjects without overlap, causing disconnect transferable In second recall learning. repetition positive dispositions toward supportive factors. contrast, gaps time between initial negative hindered ability. The final SBTE focuses application. being better able when could relate “real-world” applications, external motivating factors, future career goals. These also proactively seeking outside resources fill understanding. Generating data setting was mentioned both factor application felt confident answers hindrance unsure accuracy.

Language: Английский

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Applying the mentor mindset to undergraduate and graduate student teaching assistant professional development in a laboratory course

Journal of Microbiology and Biology Education, Journal Year: 2025, Volume and Issue: unknown

Published: May 12, 2025

ABSTRACT Practitioners of the mentor mindset in academic settings maintain high standards while providing strong support and outside classroom. They encourage growth by being motivating transparent, reducing stress, feedback that can help intellectual growth. The is foundation professional development program for undergraduate graduate student teaching assistants largest introductory biology course at Cornell University (Investigative Biology). helps these gain pedagogical skills they immediately apply inquiry-based laboratory course. provide to each other with improvement. Due this program, are equipped mentoring allow them do more than just teach material. collaboration among different groups (undergraduate assistants, instructors, students) mutually benefits everyone. While group has reasons part learning community, reaching their goals shared mission developing a high-quality supportive environment. Professional must keep incentives, motivations, mind collaborate. This article discusses over past two decades shares resources instructors build similar programs using mindset.

Language: Английский

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Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes

CBE—Life Sciences Education, Journal Year: 2024, Volume and Issue: 23(4)

Published: Sept. 25, 2024

Study reveals student anxiety negatively correlates with perceived instructor support in biology classes, changing over the semester. Findings at weeks 4 and 14 show variability, suggesting targeted development could aid high-anxiety students.

Language: Английский

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Educator Preparation Design Practices That Encourage Candidate Social-Emotional and Affective Competencies as Needed

Advances in educational technologies and instructional design book series, Journal Year: 2024, Volume and Issue: unknown, P. 525 - 554

Published: Sept. 27, 2024

University based educator preparation practices within onsite and online formats provide the practical knowledge skills required for effective teaching but do not adequately a self-discovery experience where needed social emotional growth of teacher candidates affective aspects are nurtured encouraged. Enhanced self-awareness emotions experienced by teachers in daily encounters with students can be component its inclusion may minimize stressors that lead to compassion fatigue burnout.

Language: Английский

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Belongingness moderates student mindsets’ influence among first-generation, community college students of color

Social Psychology of Education, Journal Year: 2024, Volume and Issue: 28(1)

Published: Dec. 24, 2024

Language: Английский

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