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Mindset, Motivation, and Teaching Practice: Psychology Applied to Understanding Teaching and Learning in STEM
Deborah South Richardson1, Robert S Bledsoe2, Zaraly Cortez3
1Department of Psychological Sciences, Augusta University, Augusta, GA 30912.
CBE Life Sciences Education
|September 2, 2020
Summary
Growth mindset in STEM instructors fosters effective teaching. Mastery orientation mediates the link between instructor mindset and teaching behaviors, enhancing student learning experiences in science and math education.
Area of Science:
- Educational Psychology
- STEM Education
Background:
- Psychological theories of motivation and performance are crucial for effective teaching and learning in Science, Technology, Engineering, and Mathematics (STEM) disciplines.
- Dweck's mindset theory offers a framework for understanding how beliefs about abilities influence motivation and behavior.
Purpose of the Study:
- To investigate the relationship between instructor mindset (fixed vs. growth), motivational attitudes, and the adoption of effective teaching practices in STEM.
- To examine if mastery orientation mediates the connection between instructor mindset and teaching behaviors.
Main Methods:
- A survey was administered to STEM faculty teaching undergraduate courses.
- The survey assessed participants' fixed versus growth mindset, mastery orientation, and self-reported teaching practices.
Main Results:
- Results supported Dweck's mindset theory, indicating that mastery orientation acts as a mediator.
- Instructor mindset significantly influences teaching behaviors through mastery orientation.
Conclusions:
- Dweck's psychological theory of motivation is potentially valuable for understanding teaching and learning dynamics in STEM.
- Further research with diverse measures and contexts is needed to confirm the full applicability of these findings.
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