Compendium Of Studies That Measure Learning Mindsets
Section 3: Purpose And Relevance

Table 3: Additional Sample Information, Sample Survey Measure/s, and Response Scale/s


Instructions: Click “EXPAND” below to see more about the sample, survey item/s, and response scale/s used in each paper as well as the DOI or free online version when available.

† Indicates author is affiliated with Student Experience Research Network as a scholar or an early career fellow or mentor.

Andersen, L., & Ward, T. J. (2014). Expectancy‐value models for the STEM persistence plans of ninth‐grade, high‐ability students: A comparison between Black, Hispanic, and White students. Science Education, 98(2), 216-242.

Brown, E. R., Thoman, D. B., Smith, J. L., & Diekman, A. B. (2015). Closing the communal gap: The importance of communal affordances in science career motivation. Journal of Applied Social Psychology, 45(12), 662-673.

Canning, E. A., & Harackiewicz, J. M. (2015). Teach it, don’t preach it: The differential effects of directly-communicated and self-generated utility value information. Motivation Science, 1(1), 47-71.

Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77(3), 501-517.

Conley, A. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology, 104(1), 33-47.

Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21(8), 1051-1057.

Diekman, A. B., Clark, E. K., Johnston, A. M., Brown, E. R., & Steinberg, M. (2011). Malleability in communal goals and beliefs influences attraction to STEM careers: Evidence for a goal congruity perspective. Journal of Personality and Social Psychology, 101(5), 902-918.

Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.

Gaspard, H., et al. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226-1240.

Gray, D. L. (2017). Is psychological membership in the classroom a function of standing out while fitting in? Implications for achievement motivation and emotions. Journal of School Psychology, 61, 103–121.

Gray, D. L., McElveen, T. L., Green, B. P., & Bryant, L. H. (2020). Engaging Black and Latinx students through communal learning opportunities: A relevance intervention for middle schoolers in STEM elective classrooms. Contemporary Educational Psychology, 60, 101833.

Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168.

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111(5), 745-791.

Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899–906.

Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-895.

Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109(3), 387.

Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 35(5-6), 790-816.

Lauermann, F., Tsai, Y. M., & Eccles, J. S. (2017). Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors. Developmental Psychology, 53(8), 1540-1559.

Linnenbrink-Garcia, L., et al. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647-671.

Linnenbrink-Garcia, et al. (2018). Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways. Contemporary Educational Psychology, 53, 181-195.

Matthews, J. S. (2014). Multiple pathways to identification: Exploring the multidimensionality of academic identity formation in ethnic minority males. Cultural Diversity and Ethnic Minority Psychology, 20(2), 143-156.

Matthews, J. S., Banerjee, M., & Lauermann, F. (2014). Academic identity formation and motivation among ethnic minority adolescents: The role of the “self” between internal and external perceptions of identity. Child Development, 85(6), 2355-2373.

Nagengast, B. et al. (2011). Who Took the “×” out of expectancy-value theory?: A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological Science, 22(8), 1058–1066.

Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315-329.

Petersen, J. L., & Hyde, J. S. (2017). Trajectories of self-perceived math ability, utility value and interest across middle school as predictors of high school math performance. Educational Psychology, 37(4), 438-456.

Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195-207.

Yeager, D. S., et al. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559–580.

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