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1. Undergraduate Lay Theories of Abilities: Mindset, universality, and brilliance beliefs uniquely predict undergraduate educational outcomes

   https://doi.org/10.1187/cbe.22-12-0250  

   Limeri, Lisa B.; Carter, Nathan T.; Lyra, Franchesca; Martin, Joel; Mastronardo, Halle; Patel, Jay; Dolan, Erin L. (December 2023, CBE—Life Sciences Education)

   Nehm, Ross (Ed.)

   Students’ beliefs about their abilities (called “lay theories”) affect their motivations, behaviors, and academic success. Lay theories include beliefs about the potential to improve intelligence (mindset), who (i.e., everyone or only some people) has the potential to be excellent in a field (universality), and whether reaching excellence in a field requires raw intellectual talent (brilliance). Research demonstrates that each of these beliefs influences students’ educational experiences and academic outcomes. However, it remains unclear whether they represent distinct latent constructs or are susceptible to the “jangle fallacy” (i.e., different names given to the same underlying construct). We conducted a multiphase, mixed-methods study to 1) evaluate whether mindset, universality, and brilliance beliefs represent conceptually and empirically discriminable concepts, and 2) evaluate whether mindset, universality, and brilliance beliefs contribute unique explanatory value for both psychosocial (e.g., sense of belonging) and academic outcomes (e.g., course grades). To address these questions, we developed and collected validity evidence for a new measure of science and math undergraduates’ lay theories, called the Undergraduate Lay Theories of Abilities (ULTrA) survey. Factor analyses suggest that mindset, brilliance, and universality are distinct and empirically discriminable constructs. Structural Equation Models indicate that each lay theory contributes unique predictive value to relevant outcomes. 

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2. A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students

   https://doi.org/10.1186/s40594-025-00535-5  

   Kattoum, Ronia N; Baillie, Mark T (February 2025, International Journal of STEM Education)

   Background Students' beliefs about their ability to grow in STEM disciplines have been linked to better course outcomes. However, such mindset beliefs are subject to the environmental cues projected by the instructor in the classroom, which we refer to as the mindset context. Recent meta-analyses indicated heterogeneity in the benefits of student mindset interventions, which the classroom environment may shape. In this work, we use structural equation modeling (SEM) to investigate the mindset context and its impact on students’ affect and performance in STEM courses, particularly for students from marginalized groups who may be disproportionately affected by these factors. Results We collected student perceptions of their instructors’ universality beliefs about student abilities (all people or only some people can reach excellence in STEM), students’ growth beliefs, sense of belonging (as measured by peer support, faculty support, and classroom comfort) and course grades. The sample was collected from courses in a STEM college within a demographically diverse, moderately selective institution in the Southern United States (N = 625). We found that student perceptions of the mindset context did not directly predict course grades, but ACT scores did (standardized exams used for college entry in the USA). However, SEM analysis revealed that when students perceived instructors to believe only some students can succeed in STEM (endorse more non-universal beliefs), they reported fewer growth beliefs about their abilities in STEM. This led to less classroom comfort in contributing to class discussions, ultimately lowering STEM grades. Multigroup moderation analysis showed no differences in paths based on race, gender, and generational status. However, the mindset context impacted traditional students’ (age of 18–22) growth beliefs to a greater extent than non-traditional students (> 22 years old). Additionally, classroom comfort significantly predicted grades for traditional students but not for non-traditional students. Conclusions Our finding suggests that when students perceive the mindset context more positively, their outcomes improve, especially for traditional students who may be more sensitive to classroom cues. Thus, mindset interventions for faculty (coupled with student interventions) may also be beneficial to supporting student success. Additionally, we recommend improving student content preparation to enhance foundational knowledge, considering that indicators of prior preparation (ACT scores) play a more direct role in predicting student grades. 

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3. “They helped me through the semester”: electronic instructor messages can foster the instructor-student relationship

   https://doi.org/10.1128/jmbe.00004-24  

   Murray, Courtney; Osterhage, Jennifer (April 2024, Journal of Microbiology & Biology Education)

   MacDonald, Laura J (Ed.)

   ABSTRACT Building rapport between instructors and students is a challenge, especially in large classes and in online environments. Previous work has shown that non-content Instructor Talk can foster positive student-teacher relationships, but less is known about non-content talk in electronic instructor messages. Here, we used the established Instructor Talk framework to craft positively phrased electronic messages that were sent through the course’s learning management system to students enrolled in an introductory biology course at a large public institution. We examined both close- and open-ended survey responses (n= 226) to assess students’ perceptions of the electronic messages, the course, and their instructor. Of the established Instructor Talk categories, the building student/instructor relationship category was most memorable to students. Encouragingly, 61% of students indicated they “liked the course more” and 88% indicated they “liked the instructor more” in response to the electronic messages. This demonstrates that implementing positively phrased Instructor Talk into electronic communication is an effective way to build rapport between instructors and students. 

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4. Am I getting through? Surveying students on what messages they recall from the first day of STEM classes

   https://doi.org/10.1186/s40594-021-00306-y  

   Meaders, Clara L.; Senn, Lillian G.; Couch, Brian A.; Lane, A. Kelly; Stains, Marilyne; Stetzer, MacKenzie R.; Vinson, Erin; Smith, Michelle K. (December 2021, International Journal of STEM Education)

   Abstract Background The first day of class helps students learn about what to expect from their instructors and courses. Messaging used by instructors, which varies in content and approach on the first day, shapes classroom social dynamics and can affect subsequent learning in a course. Prior work established the non-content Instructor Talk Framework to describe the language that instructors use to create learning environments, but little is known about the extent to which students detect those messages. In this study, we paired first day classroom observation data with results from student surveys to measure how readily students in introductory STEM courses detect non-content Instructor Talk. Results To learn more about the instructor and student first day experiences, we studied 11 introductory STEM courses at two different institutions. The classroom observation data were used to characterize course structure and use of non-content Instructor Talk. The data revealed that all instructors spent time discussing their instructional practices, building instructor/student relationships, and sharing strategies for success with their students. After class, we surveyed students about the messages their instructors shared during the first day of class and determined that the majority of students from within each course detected messaging that occurred at a higher frequency. For lower frequency messaging, we identified nuances in what students detected that may help instructors as they plan their first day of class. Conclusions For instructors who dedicate the first day of class to establishing positive learning environments, these findings provide support that students are detecting the messages. Additionally, this study highlights the importance of instructors prioritizing the messages they deem most important and giving them adequate attention to more effectively reach students. Setting a positive classroom environment on the first day may lead to long-term impacts on student motivation and course retention. These outcomes are relevant for all students, but in particular for students in introductory STEM courses which are often critical prerequisites for being in a major. 

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5. Growth mindset beliefs and practices among students and academic advisors: a conceptual replication of Muenks et al. (2024)

   https://doi.org/10.1007/s11218-026-10258-2  

   Matusz, Darby K; Kim, Matthew H; Osterhage, Jennifer (December 2026, Social Psychology of Education)

   Growth mindset beliefs and behaviors have been well documented among students and instructors. Such beliefs and behaviors—along with students’ perceptions of their instructors—comprise a growth mindset culture that reflects a broader meaning system that shapes academic pursuits. Yet virtually no empirical work in educational psychology has considered these beliefs and behaviors in the academic advising context. To address this critical research gap, the goal of the present study was to conduct a conceptual replication of Muenks et al. (2024), which examined associations between instructor growth mindset beliefs and behaviors and how students perceive their instructors’ beliefs and behaviors. Extending this work in a new context, the present study examined these associations in a separate sample of undergraduate students (N = 434, 74% female, Mage = 18.93, SD = 2.06) and professional academic advisors (N = 13, 67% female, Mage = 38.27, SD = 8.67) at a large public research university in the southeast United States. Using survey measures, students rated their own mindset, their advisors’ mindset, and their advisors’ advising style; advisors rated their own mindset and advising style. Results closely mirrored those of the original findings in both magnitude and pattern of significance, except that the present study found a small negative association between advisors’ self-reported growth mindset beliefs and student perceptions of their advisor’s growth mindset beliefs. The present findings raise important questions regarding the similarities and differences in instructional and advising contexts and point to exciting new directions in mindset research that consider the important roles of both instructors and professional academic advisors in shaping student success. 

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