View in EDS

A Framework of College Student Buy-In to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset

Saved in:
Bibliographic Details
Title: A Framework of College Student Buy-In to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset
Language: English
Authors: Wang, Cong, Cavanagh, Andrew J., Bauer, Melanie, Reeves, Philip M., Gill, Julia C., Chen, Xinnian, Hanauer, David I., Graham, Mark J.
Source: CBE - Life Sciences Education. Dec 2021 20(4).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1323258
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Evidence Based Practice, STEM Education, Teacher Student Relationship, Trust (Psychology), Beliefs, Correlation, Intention, Academic Persistence, Academic Achievement, Student Characteristics, Disproportionate Representation, Intelligence
DOI: 10.1187/cbe.20-08-0185
ISSN: 1931-7913
Abstract: Evidence-based teaching practices (EBPs) foster college science, technology, engineering, and mathematics (STEM) students' engagement and performance, yet our knowledge of what contributes to the effectiveness of these practices is less established. We propose a framework that links four social-cognitive variables--students' trust in their instructors, growth mindset, buy-in to instructional practices, and course engagement--to long-standing desired student outcomes of academic performance and intent to persist in science. This framework was tested in classrooms identified as having a high level of EBP implementation with a multi-institutional sample of 2102 undergraduates taught by 14 faculty members. Results indicate that the buy-in framework is a valid representation of college students' learning experiences within EBP contexts overall as well as across underrepresented student groups. In comparison to students' level of growth mindset, students' trust in their instructors was more than twice as predictive of buy-in to how the course was being taught, suggesting that students' views of their instructors are more associated with thriving in a high-EBP course environment than their views of intelligence. This study contributes to the dialogue on transforming undergraduate STEM education by providing a validated student buy-in framework as a lens to understand how EBPs enhance student outcomes.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1324717
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1324717
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Framework of College Student Buy-In to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Cong%22">Wang, Cong</searchLink><br /><searchLink fieldCode="AR" term="%22Cavanagh%2C+Andrew+J%2E%22">Cavanagh, Andrew J.</searchLink><br /><searchLink fieldCode="AR" term="%22Bauer%2C+Melanie%22">Bauer, Melanie</searchLink><br /><searchLink fieldCode="AR" term="%22Reeves%2C+Philip+M%2E%22">Reeves, Philip M.</searchLink><br /><searchLink fieldCode="AR" term="%22Gill%2C+Julia+C%2E%22">Gill, Julia C.</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Xinnian%22">Chen, Xinnian</searchLink><br /><searchLink fieldCode="AR" term="%22Hanauer%2C+David+I%2E%22">Hanauer, David I.</searchLink><br /><searchLink fieldCode="AR" term="%22Graham%2C+Mark+J%2E%22">Graham, Mark J.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22CBE+-+Life+Sciences+Education%22"><i>CBE - Life Sciences Education</i></searchLink>. Dec 2021 20(4).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1323258
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1187/cbe.20-08-0185
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1931-7913
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Evidence-based teaching practices (EBPs) foster college science, technology, engineering, and mathematics (STEM) students' engagement and performance, yet our knowledge of what contributes to the effectiveness of these practices is less established. We propose a framework that links four social-cognitive variables--students' trust in their instructors, growth mindset, buy-in to instructional practices, and course engagement--to long-standing desired student outcomes of academic performance and intent to persist in science. This framework was tested in classrooms identified as having a high level of EBP implementation with a multi-institutional sample of 2102 undergraduates taught by 14 faculty members. Results indicate that the buy-in framework is a valid representation of college students' learning experiences within EBP contexts overall as well as across underrepresented student groups. In comparison to students' level of growth mindset, students' trust in their instructors was more than twice as predictive of buy-in to how the course was being taught, suggesting that students' views of their instructors are more associated with thriving in a high-EBP course environment than their views of intelligence. This study contributes to the dialogue on transforming undergraduate STEM education by providing a validated student buy-in framework as a lens to understand how EBPs enhance student outcomes.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1324717
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1324717
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1187/cbe.20-08-0185
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Intelligence
        Type: general
    Titles:
      – TitleFull: A Framework of College Student Buy-In to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wang, Cong
      – PersonEntity:
          Name:
            NameFull: Cavanagh, Andrew J.
      – PersonEntity:
          Name:
            NameFull: Bauer, Melanie
      – PersonEntity:
          Name:
            NameFull: Reeves, Philip M.
      – PersonEntity:
          Name:
            NameFull: Gill, Julia C.
      – PersonEntity:
          Name:
            NameFull: Chen, Xinnian
      – PersonEntity:
          Name:
            NameFull: Hanauer, David I.
      – PersonEntity:
          Name:
            NameFull: Graham, Mark J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-electronic
              Value: 1931-7913
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: CBE - Life Sciences Education
              Type: main
ResultId 1