Student Perceptions of Faculty Mindset
This study investigates the influence of instructor mindset on student perceptions. Due to the need for increasing science, technology, engineering, and mathematics (STEM) student retention and the issue of underrepresentation of minority groups in STEM disciplines, we also examined whether instruct...
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| Format: | Article |
| Language: | English |
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Indiana University Office of Scholarly Publishing
2025-03-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://scholarworks.iu.edu/journals-playground/index.php/josotl/article/view/36374 |
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| _version_ | 1849702827056693248 |
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| author | Christy Jarrard Deborah Richardson Robert Bledsoe |
| author_facet | Christy Jarrard Deborah Richardson Robert Bledsoe |
| author_sort | Christy Jarrard |
| collection | DOAJ |
| description | This study investigates the influence of instructor mindset on student perceptions. Due to the need for increasing science, technology, engineering, and mathematics (STEM) student retention and the issue of underrepresentation of minority groups in STEM disciplines, we also examined whether instructor mindset impacts underrepresented students more than represented students in the context of STEM education. Undergraduate student participants (N = 273) reviewed growth and fixed mindset syllabi and responded to a questionnaire to assess perceptions about their likely response and the professor. The significant main effect of faculty mindset revealed that students anticipated better grades and reported a more positive view of the instructor, greater self-efficacy, and higher expectations the professor would treat them fairly after reading the growth mindset syllabus than after reading the fixed mindset syllabus. Females reported lower expected grades, less self-efficacy, and lower expectations of fair treatment than males after reading the fixed syllabus; there were no gender differences after reading the growth mindset syllabus. The results of underrepresented racial/ethnicity group analyses were less clear cut. Our findings, alongside similar research, suggest that students have more positive perceptions of their ability to succeed when an instructor endorses a growth mindset than when an instructor endorses a fixed mindset. Implications include interventions to enhance growth-mindset orientation among instructors. |
| format | Article |
| id | doaj-art-e6576ac7db68478c9a890a8a863845bb |
| institution | DOAJ |
| issn | 1527-9316 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of the Scholarship of Teaching and Learning |
| spelling | doaj-art-e6576ac7db68478c9a890a8a863845bb2025-08-20T03:17:31ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162025-03-0125110.14434/josotl.v25i1.36374Student Perceptions of Faculty MindsetChristy Jarrard0https://orcid.org/0000-0003-3381-7706Deborah Richardson1https://orcid.org/0000-0003-1017-7654Robert Bledsoe2https://orcid.org/0000-0002-7019-7123Georgia State UniversityAugusta University, Department of Psychological SciencesAugusta University, Department of English & World LanguagesThis study investigates the influence of instructor mindset on student perceptions. Due to the need for increasing science, technology, engineering, and mathematics (STEM) student retention and the issue of underrepresentation of minority groups in STEM disciplines, we also examined whether instructor mindset impacts underrepresented students more than represented students in the context of STEM education. Undergraduate student participants (N = 273) reviewed growth and fixed mindset syllabi and responded to a questionnaire to assess perceptions about their likely response and the professor. The significant main effect of faculty mindset revealed that students anticipated better grades and reported a more positive view of the instructor, greater self-efficacy, and higher expectations the professor would treat them fairly after reading the growth mindset syllabus than after reading the fixed mindset syllabus. Females reported lower expected grades, less self-efficacy, and lower expectations of fair treatment than males after reading the fixed syllabus; there were no gender differences after reading the growth mindset syllabus. The results of underrepresented racial/ethnicity group analyses were less clear cut. Our findings, alongside similar research, suggest that students have more positive perceptions of their ability to succeed when an instructor endorses a growth mindset than when an instructor endorses a fixed mindset. Implications include interventions to enhance growth-mindset orientation among instructors.https://scholarworks.iu.edu/journals-playground/index.php/josotl/article/view/36374instructor mindsetsyllabusstudent perceptionsSTEM education |
| spellingShingle | Christy Jarrard Deborah Richardson Robert Bledsoe Student Perceptions of Faculty Mindset Journal of the Scholarship of Teaching and Learning instructor mindset syllabus student perceptions STEM education |
| title | Student Perceptions of Faculty Mindset |
| title_full | Student Perceptions of Faculty Mindset |
| title_fullStr | Student Perceptions of Faculty Mindset |
| title_full_unstemmed | Student Perceptions of Faculty Mindset |
| title_short | Student Perceptions of Faculty Mindset |
| title_sort | student perceptions of faculty mindset |
| topic | instructor mindset syllabus student perceptions STEM education |
| url | https://scholarworks.iu.edu/journals-playground/index.php/josotl/article/view/36374 |
| work_keys_str_mv | AT christyjarrard studentperceptionsoffacultymindset AT deborahrichardson studentperceptionsoffacultymindset AT robertbledsoe studentperceptionsoffacultymindset |