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Undeclared undergraduates participated in an experimental study designed to explore the impact of an Internet-delivered "growth mindset" training on indicators of women's engagement in science, engineering, technology, and mathematics ("STEM")

Undeclared undergraduates participated in an experimental study designed to explore the impact of an Internet-delivered "growth mindset" training on indicators of women's engagement in science, engineering, technology, and mathematics ("STEM") disciplines. This intervention was hypothesized to increase STEM self-efficacy and intentions to pursue STEM by strengthening beliefs in intelligence as malleable ("IQ attitude") and discrediting gender-math stereotypes (strengthening "stereotype disbelief"). Hypothesized relationships between these outcome variables were specified in a path model.

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    Date Created
    • 2014
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ph. D., Arizona State University, 2014
      Note type
      thesis
    • Includes bibliographical references (p. 125-142)
      Note type
      bibliography
    • Field of study: Counseling psychology

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    Statement of Responsibility

    by Natalie Shay Fabert

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