National Study of Learning Mindsets Early Career Fellowship
Student Experience Research Network and the University of Texas at Austin’s Population Research Center awarded National Study of Learning Mindsets Early Career Fellowships to 13 outstanding emerging scholars, with generous funding provided by the Bezos Family Foundation. Fellows participated in a year-long research network during which they used the National Study of Learning Mindsets data to research ideas about mindset science in education contexts, build a community of interdisciplinary colleagues, and advance knowledge for both scientific and lay audiences. Learn more about the fellows’ projects at the links below.
- Basse, G. (2019) Growing together: Assessing the peer-effects of a growth mindset intervention.
- Bosch, N. (2019) Identifying supportive contexts for mindset interventions: A two-model machine learning approach.
- Broda, M. (2019) The formation of learning profiles in context: Mathematics anxiety, achievement, and interest in adolescents.
- Browman, A. (2019) Exploring teachers’ growth mindsets and the differential treatment of high- and low-ability students.
- Brown-Iannuzzi, J. (2019) Investigating teachers’ implicit attitudes toward social groups.
- Buttrick, N. (2019) False growth mindsets.
- Gopalan, M. (2019) How does adopting a growth mindset improve academic performance? Probing the underlying mechanisms in a nationally representative sample.
- Kim, S. (2019) Estimating the impact of growth mindset on high school mathematics performance and course-taking.
- Koenka, A. (2019) Can a growth mindset program overcome persistent messages about the stability of intelligence?
- Li, M. (2019) Exploring the role of emotion in students’ response to a growth mindset program.
- Qin, X. (2019) Why does growth mindset impact achievement differently across schools? Unpacking the mediation mechanism from a national multisite randomized experiment.
- Seo, E. (2019) Adolescents’ fixed mindset and stereotype concerns in mathematics: Their relations to anxiety, challenge avoidance, and achievement.
- Sorhagen, N. (2019) Relations among students’ motivation, mathematics anxiety, and mathematics achievement.
ACADEMIC WORKING PAPERS
- Basse, G. (2020) Growing Together: Assessing the Peer-Effects of a Growth Mindset Intervention. (Technical Report). https://osf.io/vc5w9/
- Bosch, N. (2020) Identifying Supportive Contexts for Mindset Interventions: A Two-Model Machine Learning Approach. https://arxiv.org/abs/1909.13304
- Broda, M. (2020) Learning Profiles in Context. (DOI forthcoming).
- Browman, A. S., Miele, D. B., O’Dwyer, L. M. & May, S. C. (2020) Teachers’ Growth Mindsets and the Differential Treatment of High- and Low-Ability Students. https://osf.io/mkh4s/
- Brown-Iannuzzi, J. L., & Bainter, S. A. (2020) Investigating Educators’ Implicit Attitudes toward Social Groups. https://osf.io/6g7kd
- Buttrick, N. (2020) False Growth Mindsets Negatively Impact Student Beliefs and Performance. https://osf.io/vbrsc
- Gopalan, M. & Yeager, D. S. (2020) How Does Adopting a Growth Mindset Improve Academic Performance? Probing the Underlying Mechanisms in a Nationally-Representative Sample. https://osf.io/h2bzs
- Kim, S., Schneider, B. & Yun, J. (2020) Estimating the Impact of Growth Mindset on High School Mathematics Performance and Course-Taking. https://osf.io/cqjw6/
- Koenka, A. C., Dent, A. L. & Corpus, J. H. (2020) The Maladaptive Consequences of Mathematics Tracking and How a Growth Mindset Intervention Can Moderate Them. (DOI forthcoming).
- Li, M. (2020) Application of Automatic Sentiment Analysis: The Role of Emotions in an Experimental Learning Intervention. https://psyarxiv.com/upfs9/
- Qin, X., Wormington, S., Guzman-Alvarez, A. & Wang, M. (2020) Why Does a Growth Mindset Intervention Impact Achievement Differently Across Secondary Schools? Unpacking the Causal Mediation Mechanism from a National Multisite Randomized Experiment. https://osf.io/7c94h
- Seo, E. & Lee, Y. (2020) Stereotype Threat in High School Classrooms: How It links to Teacher Mindset Climate, Mathematics Anxiety, and Achievement. https://osf.io/jgzuc
- Sorhagen, N. S. (2020) Relations Among Students’ Motivation, Math Anxiety, and Math Achievement. (DOI forthcoming).
2018-2019 ADVISORS AND LEADERSHIP
Robert CrosnoeUniversity of Texas at Austin
Mesmin DestinNorthwestern University
Paul HanselmanUniversity of California, Irvine
Chandra MullerUniversity of Texas at Austin
Shanette PorterStudent Experience Research Network
Barbara SchneiderMichigan State University
Elizabeth TiptonNorthwestern University
David YeagerUniversity of Texas at Austin