Change in Implicit Self-Beliefs About Ability in Biology and Its Effect on Retention in STEM Majors: A Latent Growth Modeling Approach

• In Event: Poster Session 17
  In Poster Session: Cognition and Motivation in STEM

Abstract

The study examined the changes in college students’ implicit self-beliefs about ability in biology over one year, and how these changes—together with grades in a gateway biology course—influence students’ decision to drop out from a STEM major. Results indicated that over the one year there was a significant increase in students’ entity beliefs and a significant decrease in their incremental beliefs about ability in biology, and that biology course grades affected the changes in implicit self-beliefs. Dropout from STEM majors at a later time point was significantly predicted by course grades, the intercept and the slope of the incremental-belief trajectory. The findings pinpoint the importance of the gateway science courses and an incremental-belief-nurturing learning environment for STEM students.

Authors

• Ting Dai, University of Illinois at Chicago

• Jennifer G. Cromley, Temple University

• Mandy Kirchgessner, Temple University