Not All Scientists Are Equal: Role Aspirants Influence Role Modeling Outcomes in STEM

Hu, Danfei; Ahn, Janet N.; Vega, Melissa; Lin-Siegler, Xiaodong

doi:10.1080/01973533.2020.1734006

Cited by 16 publications

(20 citation statements)

References 64 publications

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“…Moreover, reading struggle stories of role models can make readers believe that "role models, like us, need to overcome setbacks before they succeed." This belief helps to enhance the similarity between the role models and readers, and thus the readers are more likely to be influenced by role models (Hu et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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Reading Struggle Stories of Role Models Can Improve Students' Growth Mindsets

et al. 2021

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Previous studies have suggested that reading stories of role models can improve the growth mindsets of students. The current study aimed to investigate the types of stories that can increase the growth mindsets of high school students, undergraduates, and graduates and how many specific stories undergraduates with low and high perseverance need to read to improve their growth mindsets. In study 1, high school students, undergraduates, and graduates were assigned to read either five struggle stories or five achievement stories of role models. Their mindsets were measured before and after reading the stories. The results showed that reading struggle stories rather than achievement stories of role models increased the growth mindsets of undergraduates and graduates. In study 2, undergraduates with high and low perseverance were assigned to read five struggle stories or five achievement stories of role models. Their mindsets were measured before reading stories and after reading each story. The results showed that the growth mindsets of undergraduates with low perseverance increased after reading two struggle stories of role models, and increased further after reading five struggle stories of role models. More importantly, the level of growth mindsets of undergraduates with low perseverance was equal to that of undergraduates with high perseverance after reading five struggle stories of role models. These findings reveal that reading struggle stories of role models can improve the growth mindsets of undergraduates and graduates. The personality of students affects the effectiveness of story-based mindset intervention.

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Section: Discussionmentioning

confidence: 99%

“…Considering the influences of similarity between role models and readers on role models' effectiveness (Hu et al, 2020), famous Chinese physicists (Qian Xuesen, Deng Jiaxian), mathematicians (Chen Jingrun, Hua Luogeng), therapists (Zhong Nanshan, Tu Youyou), and biologists (Yuan Longping) were selected to make up stories.…”

Section: Stories Of Role Modelsmentioning

confidence: 99%

Reading Struggle Stories of Role Models Can Improve Students' Growth Mindsets

et al. 2021

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“…In this study, the stories of competent and successful IT people were selected to be presented to the students and the failures as well as successes, the struggles and the endeavors to overcome barriers were intentionally included in the stories. A recent study by Hu et al (2020) showed that not only the attributes and competencies of the role models but also role aspirants' personal views for these models' talents and successes are very critical for the aspirants' motivation. Media and society affect these views by creating stereotypes (Hu et al, 2020).…”

Section: Interview Resultsmentioning

confidence: 99%

“…A recent study by Hu et al (2020) showed that not only the attributes and competencies of the role models but also role aspirants' personal views for these models' talents and successes are very critical for the aspirants' motivation. Media and society affect these views by creating stereotypes (Hu et al, 2020). In the current study, not all pioneers were known by the participants and talent was not an emphasized issue.…”

Section: Interview Resultsmentioning

confidence: 99%

Pioneers on the Case for Promoting Motivation to Teach Text-Based Programming

Efecan

Şendağ

Gedik

2020

Journal of Educational Computing Research

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Learning programming is a painful process for most students, especially those learning text- based programming languages. In this study, based on the principle of Bandura’s social learning theory, the vicarious real-life experiences of several pioneers in the field of IT and programming were presented as 15-minutes stories to a group of 9th graders learning to code in Python. A quasi-experimental research design was used to examine the effects of the theory and associated technique on student achievement. The 27 participants in the experiment group watched these presentations before engaging in programming activities while a control group were also observed who received no extra motivational intervention. Those in the experiment group were found to have significantly improved their programming achievement compared to those in the control group. Additionally, the functionality and originality of the experimental group projects were significantly better than those produced in the control group. They reported that they had been motivated by the pioneer stories, and their interest and self-efficacy beliefs in relation to creating high level programming projects were increased. The results highlight the benefits obtained from proper application of a “pioneer-story technique” to improve text-based programming skills.

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“…Educational aspirations--directional thoughts and plans for the future--may largely be aroused when SOCIAL-EMOTIONAL SKILLS ample information is received. For instance, knowing good examples of role models would promote aspirations and motivation (Dennehy & Dasgupta, 2017;D. Hu et al, 2020).…”

Section: Social-emotional Skills and Educational Outcomesmentioning

confidence: 99%

The Roles of Social-Emotional Skills in Students’ Academic and Life Success: A Multi-Informant, Multi-Cohort Perspective

Guo¹,

Tang²,

Marsh³

et al. 2021

Preprint

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Although social-emotional skills are more malleable than cognitive skills and have potential benefits for a range of academic and life outcomes, previous studies on the topic have suffered from many issues (e.g., consideration of only a small subset of skills, single-informant and single-cohort design). To address these limitations, this study used a multi-informant (self, teacher, and parent) and multi-cohort (ages 10 and 15 from Finland, N = 5,533) perspective to study the association between social-emotional skills and 20 educational (e.g., school grades and engagement), psychological (e.g., life satisfaction, social relationships), and health outcomes (e.g., eating habits, sleep trouble). Results showed that (a) there was a modest level of inter-rater agreement on social-emotional skills, with the highest agreement between students and parents (mean r = .41); (b) inclusion of multi-informant ratings substantially enhanced the ability of social-emotional skills in predicting outcome variables, with parent- and self-rated skills playing important, unique roles; (c) by modeling skills at the facet-level rather than at the domain-level, we identified the key skills for different outcomes and found significant variation in facets’ predictive utility even within the same domain; (d) although the old cohort showed lower levels of most social-emotional skills (9/15), there were only very minor changes in the inter-rater agreement and predictive utility on outcomes. Overall, Self-Control, Optimism, Trust, and Energy were found among the four most important skills for academic and life success. We further identifed unique contribution of each skill for certain outcomes, which points the way to effective and precise interventions.

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Not All Scientists Are Equal: Role Aspirants Influence Role Modeling Outcomes in STEM

Cited by 16 publications

References 64 publications

Reading Struggle Stories of Role Models Can Improve Students' Growth Mindsets

Reading Struggle Stories of Role Models Can Improve Students' Growth Mindsets

Pioneers on the Case for Promoting Motivation to Teach Text-Based Programming

The Roles of Social-Emotional Skills in Students’ Academic and Life Success: A Multi-Informant, Multi-Cohort Perspective

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