Associations Between Growth Mindset, Inclusivity, STEM Activism Orientation, and STEM Grades: Testing the Effect of Academic Resilience

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Coping, Phones, Perceived Stress, and Resilience Roundtable (Table 9)

Abstract

This study analyzes the relationships between growth mindset (GM), perceived science, technology, engineering, and mathematics (STEM) class inclusivity (INC), STEM activism, grades, and potential indirect effects of resilience on these constructs. Second-order CFA and structural equation modeling (SEM) with MLR were used to test the factor structure of the academic resilience and hypothesized SEM model in a sample of 682 adolescents (340 girls, 49.9%; Mage = 15.11, SD = .84) in the US. GM and INC predicted STEM activism and grades via resilience controlling for age, gender, and ethnicity. Girls reported higher scores in GM than boys. These findings provide support for the conceptual premise that INC and GM are important driving factors of resilience and STEM outcomes.

Authors

• Emine Ozturk, Arizona State University

• Jacqueline Cerda-Smith, North Carolina State University

• Angelina Joy, Purdue University

• Kelly Lynn Mulvey, North Carolina State University