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Increasing Students’ Academic Motivation Through Social-Psychological Interventions
Sat, April 5, 2:45 to 4:15pm, Convention Center, Floor: 100 Level, 113BSession Type: Symposium
Abstract
Research has increasingly shown that students’ mindsets- their beliefs about themselves, subject matter and purpose of schooling, stereotype threats can powerfully affect whether students are motivated to learn in academic settings. In our own work, we have begun to see that changing students’ internal beliefs, feelings, attitudes, interpretations of self, others can lead to large gains in student academic motivation and achievement. The goal of our symposium is to examine the value of social-psychological interventions (target students’ internal social and psychological state of mind) on students’ motivation from multiple perspectives and discuss theoretical and practical contributions to individual motivation processes. The panel includes four papers, each contains empirical evidence to demonstrate the impact of social-psychological interventions on motivation and learning.
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Papers
Focusing on Helping Others Is Motivating - Joshua M. Aronson, New York University
Learning About How Other Scientists Struggled Is Motivating - Jondou Chen, Teachers College, Columbia University; Eduardo Matamoros, Teachers College, Columbia University; Mabelene Mak, Teachers College, Columbia University; Daniel Deihle, Teachers College, Columbia University; Xiaodong Lin, Teachers College, Columbia University
A Purpose for Learning Increases Students’ Persistence in STEM Learning - David Scott Yeager, Stanford University; Marlone Henderson, University of Texas At Austin; David Paunesku, Stanford University; Angela L. Duckworth, University of Pennsylvania; Sidney K. D'Mello, University of Notre Dame; Brian Spitzer, New York University; Gregory Mariotti Walton, Stanford University
Scaling Up Social Psychological Interventions: Effects on Grade Point Average and Course Pass Rates in a Sample of Low-Achieving Students at 13 High Schools - Carissa Romero, Stanford University; David Paunesku, Stanford University; Carol Dweck, Stanford University; Gregory Mariotti Walton, Stanford University; David Scott Yeager, Stanford University