This work was funded by two Science Education Partnership Awards (SEPA) from the National Institutes of Health (R25OD010496 and R25GM129840 to Lisa K. Marriott). The Let’s Get Healthy! program and data collection infrastructure has been made possible by ARRA administrative supplement grants from the National Institutes of Health through SEPA (3 R25 RR020443 05S1 to William E. Cameron) and NCRR/NCATS (3 UL1 RR024140 04S3 to Eric Orwoll), pilot project funding from the Clinical and Translational Service Award (CTSA UL1TR000128 to Eric Orwoll and 1UL1TR002369-01 to David Ellison), a SEPA subcontract (R25 RR026008-03 to Marco Molinaro), and a community health education grant from the National Cancer Institute (3P30CA069533-13S9 to Brian Druker). Student trainees engaged in this project and discussing implications of its findings were NIGMS funded through the BUILD EXITO program (5RL5GM118963-04 to Carlos Crespo). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
Attention-deficit-disorder -- Education -- United States
Impulsivity has been linked to academic performance in the context of Attention Deficit Hyperactivity Disorder, though its influence on a wider spectrum of students remains largely unexplored, particularly in the context of STEM learning (i.e. science, technology, engineering, and math). STEM learning was hypothesized to be more challenging for impulsive students, since it requires the practice and repetition of tasks as well as concerted attention to task performance. Impulsivity was assessed in a cross-sectional sample of 2,476 students in grades 6-12. Results show impulsivity affects a larger population of students, not limited to students with learning disabilities. Impulsivity was associated with lower sources of science self-efficacy (SSSE) scores, interest in all STEM domains (particularly math), and self-reported STEM skills. The large negative effect observed for impulsivity was opposed by “growth” mindset, which describes a student’s belief in the importance of effort when learning is difficult. Mindset had a large positive effect, which was associated with greater SSSE, STEM interest, and STEM skills. When modeled together, results suggest that mindset interventions may benefit impulsive students who struggle with STEM. Together, these data suggest important interconnected roles for impulsivity and mindset that can influence secondary students’ STEM trajectories.
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Marriott, L. K., Coppola, L. A., Mitchell, S. H., Bouwma-Gearhart, J. L., Chen, Z., Shifrer, D., ... & Shannon, J. (2019). Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents. PloS one, 14(8), e0201939.