Implicit Theories of Interest Among Academic Advisors and Undergraduate Students

• In Event: Supporting Diversity and Equity for Postsecondary Students

Abstract

Although an ecological perspective of mindset has enhanced our understanding of implicit theories, the role of the academic advisor has received less attention. Using a multi-method approach incorporating surveys and individual interviews, the present study sought to better understand implicit theories of interest—beliefs regarding the malleability of interest—by examining the critical yet understudied relationship between academically at-risk undergraduate students and their academic advisors. Results revealed that (1) interests are hierarchical, (2) socialization and developmental processes shape interest, and (3) competence and enjoyment relate to interest, but the direction of influence is unclear. Findings highlight the ecological and situated nature of interest beliefs and interest development, and underscore the importance of the advisor-student context in shaping these motivational processes.

Authors

• Matthew Kim, University of Kentucky
  Presenting Author

• Claire Braun, University of Kentucky
  Non-Presenting Author

• Christine Antony, University of Kentucky
  Non-Presenting Author

• Kristen Buford, University of Kentucky
  Non-Presenting Author

• Tabetha Hurst, University of Kentucky
  Non-Presenting Author

• Julia Todd, University of Kentucky
  Non-Presenting Author

• Meghan Pawsat, University of Kentucky
  Non-Presenting Author