Poster #26 - The Significance of Ethnic Identity and Theories of Intelligence for Positively and Negatively Stereotyped Groups

• In Event: 31.094 - MTCC Poster Session Six
  In Poster Session: 31.094-6 - Relation of Beliefs, Goals, Emotions, and Educational Interventions to Academic Outcomes

Abstract

The purpose of the present study was to examine how aspects of students’ ethnic identity related to their naturally-occurring theories of intelligence and if students’ theories of intelligence mediated the effects of their ethnic identity on their academic motivation in STEM courses. We also investigated how these relations differed by the valence of the stereotypes associated with students’ ethnic group membership. Our findings show that positively stereotyped and negatively stereotyped students with stronger ethnic exploration and affirmation, respectively, are more likely to endorse an incremental theory of intelligence. Students’ theories of intelligence were found, in turn, to fully and partially mediate students’ perseverance of effort, academic anxiety, and emotional engagement.

Authors

• Lara Turci Faust, University of Maryland - College Park

• Jessica R Gladstone, Virginia Commonwealth University