Little is known about the factors that influence engagement for adolescents participating in informal youth science programs. This study examined longitudinal reciprocal associations between adolescents’ science engagement, interest, and growth mindset. Participants were adolescents (Mage = 15.06, SD = 1.82 years, 66.8% female) from the UK (n = 168) and the US (n = 299). A cross lagged path analysis indicated that participants’ science growth mindset at baseline was positively related to interest, and engagement at year 1, and science interest at year 1 was positively related to growth mindset at year 2. Additionally, girls had lower science growth mindsets than boys. This evidence suggests that informal programs may encourage positive STEM trajectories by fostering engagement, growth mindset and interest.

Research on mindsets has grown exponentially over the last few years, but the developmental trajectories of the different types of mindsets are less explored, especially among youth. Thus, the present...

Scientific Reports - An implicit measure of growth mindset uniquely predicts post-failure learning behavior

Research emphasizes the relevance of mindsets for SRL and academic achievement.This paper reports three studies that aim to detect profiles of mindset…

Mindsets are crucial factors for individuals’ adaptive behavior in educational contexts. In meaning systems, these associations between mindsets and behavior are mediated through motivational aspects....

The concept of growth mindset—an individual’s beliefs that basic characteristics such as intelligence are malleable—has gained immense popularity in research, the media, and educational practice.…

Teachers’ mindsets play a significant role in supporting and advancing students’ learning trajectories. While considerable research has focused on the impact of teacher mindsets on instructional pract...