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Full-Text Articles in Education
Implicit Gender Bias, Engagement, And Protective Factors In Stem Faculty, Cheryl L. Dickter, Catherine A. Forestell, Jennifer A. Stevens, Pamela S. Hunt, Christine Porter
Implicit Gender Bias, Engagement, And Protective Factors In Stem Faculty, Cheryl L. Dickter, Catherine A. Forestell, Jennifer A. Stevens, Pamela S. Hunt, Christine Porter
Arts & Sciences Articles
The present study assessed implicit gender bias and job engagement among STEM faculty at a mid-size liberal arts university. Forty-nine faculty in each of the departments of natural and social sciences were assessed for implicit gender bias and job engagement. We found that men had greater implicit gender bias than women in the natural sciences. In addition, women in natural science departments felt marginally less engaged than women in social science departments. Women’s disengagement was positively associated with imposter phenomenon and perceived lack of control in departmental decisions. However, women who actively participated in a women’s organization or had an …
Investigating The Effectiveness Of A Motivational Interviewing Group Intervention On Academic Motivation, Daniel Gutierrez, Sejal P. Foxx, Elvita Kondili
Investigating The Effectiveness Of A Motivational Interviewing Group Intervention On Academic Motivation, Daniel Gutierrez, Sejal P. Foxx, Elvita Kondili
Arts & Sciences Articles
This randomized controlled trial examines the effectiveness of a motivational interviewing (MI) group on the academic motivation of students at an alternative school (N = 43). Findings demonstrated that MI groups are effective in increasing extrinsic motivation, whereas both the waiting list control and study skills comparison group did not demonstrate statistical significance. The findings of this study have several implications for school-based motivation enhancement interventions.
Implicit Theories Of Ability Of Grade 6 Science Students: Relation To Epistemological Beliefs And Academic Motivation And Achievement In Science, Jason Chen, Frank Pajares
Implicit Theories Of Ability Of Grade 6 Science Students: Relation To Epistemological Beliefs And Academic Motivation And Achievement In Science, Jason Chen, Frank Pajares
Articles
We investigated (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results …