Details
| Titel in Übersetzung | Welchen Einfluss haben wahrgenommene Dozierendenmindsets auf die Zugeh rigkeitsunsicherheit und Abbruchsintentionen von MINTStudierenden? : Eine intersektionale Analyse zwischen Geschlecht und Migrationshintergrund der Studierenden |
|---|---|
| Originalsprache | Englisch |
| Seiten (von - bis) | 55-72 |
| Seitenumfang | 18 |
| Fachzeitschrift | Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie (ZEPP) (druck) |
| Jahrgang | 56 |
| Ausgabenummer | 1-2 |
| Publikationsstatus | Veröffentlicht - Jan. 2024 |
Abstract
We examined how undergraduate STEM students (N = 389) perceptions of their instructors beliefs that intelligence is malleable (growth mindsets) or unchangeable (fixed mindsets) influence their uncertainty about belonging and, in turn, their dropout intentions. Taking an intersectional research perspective, we focused on students gender and immigrant background to better understand the distinct and combined impact of these social categories on students academic experiences. Our results show that male students who perceived their instructors to hold more fixed mindsets reported fewer dropout intentions. In contrast, female students dropout intentions were unaffected by their perceived instructors mindset beliefs. Belonging uncertainty predicted students dropout intentions regardless of their gender and immigrant background, but did not serve as a mediator in the relationship between perceived instructors mindset beliefs and dropout intentions. Overall, our findings suggest the predominance of students gender in the examined context rather than definitive evidence of intersectional effects with their immigrant background.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
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in: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie (ZEPP) (druck), Jahrgang 56, Nr. 1-2, 01.2024, S. 55-72.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions?
T2 - An Intersectional Analysis of Students' Gender and Immigrant Background
AU - Höhne, Elisabeth
AU - Lotz, Christin
AU - Deiglmayr, Anne
AU - Zander, Lysann
N1 - Publisher Copyright: © 2024 The Author(s).
PY - 2024/1
Y1 - 2024/1
N2 - We examined how undergraduate STEM students (N = 389) perceptions of their instructors beliefs that intelligence is malleable (growth mindsets) or unchangeable (fixed mindsets) influence their uncertainty about belonging and, in turn, their dropout intentions. Taking an intersectional research perspective, we focused on students gender and immigrant background to better understand the distinct and combined impact of these social categories on students academic experiences. Our results show that male students who perceived their instructors to hold more fixed mindsets reported fewer dropout intentions. In contrast, female students dropout intentions were unaffected by their perceived instructors mindset beliefs. Belonging uncertainty predicted students dropout intentions regardless of their gender and immigrant background, but did not serve as a mediator in the relationship between perceived instructors mindset beliefs and dropout intentions. Overall, our findings suggest the predominance of students gender in the examined context rather than definitive evidence of intersectional effects with their immigrant background.
AB - We examined how undergraduate STEM students (N = 389) perceptions of their instructors beliefs that intelligence is malleable (growth mindsets) or unchangeable (fixed mindsets) influence their uncertainty about belonging and, in turn, their dropout intentions. Taking an intersectional research perspective, we focused on students gender and immigrant background to better understand the distinct and combined impact of these social categories on students academic experiences. Our results show that male students who perceived their instructors to hold more fixed mindsets reported fewer dropout intentions. In contrast, female students dropout intentions were unaffected by their perceived instructors mindset beliefs. Belonging uncertainty predicted students dropout intentions regardless of their gender and immigrant background, but did not serve as a mediator in the relationship between perceived instructors mindset beliefs and dropout intentions. Overall, our findings suggest the predominance of students gender in the examined context rather than definitive evidence of intersectional effects with their immigrant background.
KW - belonging uncertainty
KW - dropout intentions
KW - instructors' mindset beliefs
KW - intersectionality
KW - STEM
UR - http://www.scopus.com/inward/record.url?scp=85200739125&partnerID=8YFLogxK
U2 - 10.1026/0049-8637/a000290
DO - 10.1026/0049-8637/a000290
M3 - Article
AN - SCOPUS:85200739125
VL - 56
SP - 55
EP - 72
JO - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie (ZEPP) (druck)
JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie (ZEPP) (druck)
SN - 0049-8637
IS - 1-2
ER -