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Intervening for Impact: Mindsets, Executive Function, and Self-Regulation from Early Childhood to College
Thu, April 9, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Westin Bonaventure, Floor: Level 3, AvalonSession Type: Paper Session
Abstract
This session features five innovative studies on interventions that enhance self-regulation, executive function, and motivational mindsets from early childhood through college. Papers include a meta-analysis of possible selves interventions, a multi-institutional trial of an online agentic orientation intervention in undergraduate STEM courses, and a latent class analysis of participation in a semester-long self-regulated learning intervention. Two additional studies focus on younger learners: one evaluates a growth mindset reading intervention for upper-elementary students with reading difficulties, and the other examines executive function and reaction time in early math learning. Together, these studies highlight the promise and complexity of designing, implementing, and evaluating interventions that support learners’ agency, motivation, and cognitive development across diverse educational settings.
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Papers
Effects of Growth Mindset Integrated Reading Intervention for Students with Reading Difficulties in Grades 4-5 - Eunsoo Cho, University of California - Riverside; Philip Capin, Harvard University; Sarah Reiley, Michigan State University
Examination of the Impact of Students’ Participation Patterns During a Semester-Long Self-Regulated Learning Intervention - Rayne A. Sperling, Pennsylvania State University; SeongYeup Kim, Pennsylvania State University; Jennelle L. Malcos, Pennsylvania State University; Louis Leblond, Pennsylvania State University; Ying Wang, FHI 360
Executive Function, Math, and Reaction Time: Implications for Task Design and Intervention in Early Childhood - Josh Medrano, University of California - Berkeley; Dana Miller-Cotto, University of California - Berkeley
Possible Selves Interventions: A Systematic Review and Meta-Analysis - Tanner Reid Phillips, University of Rochester; Hunter Standish, University of California - Irvine; Kamalakannan SO M Vijayakumar, University of California - Irvine; Amy L. Dent, University of California - Irvine
Supporting Student Agency in Undergraduate Biomedical Education: An Online Agentic Orientation Intervention - Amanda Vite, University of Southern California; Keenan Pituch, Arizona State University; Carlton J. Fong, Texas State University; Germine Awad, University of Michigan; Yanyan Zong, University of Southern California; Pedram Zarei, Texas State University; Lillian Nguyen, University of Michigan; Diane Lee, University of Southern California; Christa Bancroft, University of Southern California; Kristy Daniel, Texas State University - San Marcos; Timothy A. McKay, University of Michigan; Stephen Aguilar; Kevin O'Neal Cokley, University of Michigan; Carolyn Jess, Texas State University; Erika A. Patall, University of Southern California