RESUMEN
Two experiments and 2 field studies examine how college students' perceptions of their science, technology, engineering, and mathematics (STEM) professors' mindset beliefs about the fixedness or malleability of intelligence predict students' anticipated and actual psychological experiences and performance in their STEM classes, as well as their engagement and interest in STEM more broadly. In Studies 1 (N = 252) and 2 (N = 224), faculty mindset beliefs were experimentally manipulated and students were exposed to STEM professors who endorsed either fixed or growth mindset beliefs. In Studies 3 (N = 291) and 4 (N = 902), we examined students' perceptions of their actual STEM professors' mindset beliefs and used experience sampling methodology (ESM) to capture their in-the-moment psychological experiences in those professors' classes. Across all studies, we find that students who perceive that their professor endorses more fixed mindset beliefs anticipate (Studies 1 and 2) and actually experience (Studies 3 and 4) more psychological vulnerability in those professors' classes-specifically, they report less belonging in class, greater evaluative concerns, greater imposter feelings, and greater negative affect. We also find that in-the-moment experiences of psychological vulnerability have downstream consequences. Students who perceive that their STEM professors endorse more fixed mindset beliefs experience greater psychological vulnerability in those professors' classes, which in turn predict greater dropout intentions, lower class attendance, less class engagement, less end-of-semester interest in STEM, and lower grades. These findings contribute to our understanding of how students' perceptions of professors' mindsets can serve as a situational cue that affects students' motivation, engagement, and performance in STEM. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
Asunto(s)
Rendimiento Académico , Docentes , Matemática , Motivación , Percepción , Estudiantes/psicología , Adulto , Femenino , Humanos , Inteligencia , Masculino , Tecnología , Adulto JovenRESUMEN
OBJECTIVE: This study focused on whether those suffering from bulimia nervosa may experience dissociative symptoms in relation to bulimic behavior rather than as a general pattern. METHOD: In this study, which used an experience sampling methodology, 12 adult women who met Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for bulimia nervosa completed questionnaires measuring state levels of dissociation during 5 sequential binge-purge cycles and at a random time not associated with bingeing or purging. RESULTS: Participants did experience dissociative symptoms, which were higher during bingeing and purging. Dissociation varied within the binge-purge cycle, rising throughout the cycle until after the purge, then declining slightly. CONCLUSION: Women with bulimia nervosa reported experiencing higher levels of dissociative symptoms during binge-purge episodes, and dissociative symptoms returned to normal levels after completion of the purge. These data support the idea that bulimia nervosa is associated with dissociation, but that the dissociative symptoms are expressed most dramatically during binges. They are also supportive of models of bingeing as an escape.