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Preregistration for IQM1

Please see the attached pre-registration document for a full and detailed pre-registration

This study examines high school students' perceptions of their teachers' intellectual humility, and tests the association between students' perceptions of teacher humility and students' motivation, attitudes, and classroom behaviors.

Expressing intellectual humility - confessing ignorance, confusion and fallibility - can accelerate learning, but it can also feel risky. We will administer open-ended survey questions to high school students to study when and why students find it easy or difficult to express intellectual humility in classrooms. We will also explore students’ perceptions of the consequences of expressing intellectual humility.

Pre-registration

This cluster-level randomized controlled trial (RCT) tested the efficacy of a teacher-delivered growth mindset intervention for US adolescents in grades 6 and 7 that sought to both impart growth mindset beliefs and create a supportive classroom environment where those beliefs could flourish (N = 1,996 students, N = 50 teachers).

We examine how stereotypes that construe communion as feminine relate to adolescents’ values, positive relationships at school, and, ultimately, academic performance.

The current file contains the pre-registration for a project examining children's beliefs about gender, status, and communion

Expressing intellectual humility in the classroom - confessing ignorance, confusion, and fallibility - can accelerate learning, but it may also feel uncomfortable. We will conduct interviews with college students to study when and why students find it easy or difficult to express intellectual humility in classrooms. We will also explore students’ perceptions of the consequences of expressing intellectual humility in school.

This study is designed to assess how students feel about a new activity program where they work together in groups.

This experiment will investigate the impact of gendered messaging on emotional and motivational outcomes related to student achievement.

This empirical investigation contains three pre-registered studies and a pre-registered pilot testing the connection between an emphasis on brilliance and the perception of a masculinity contest culture, their downstream outcomes, and variations based on participant gender.

This project explores the link between field-specific ability beliefs, perceptions of the context, and expressing intellectual humility

Supplemental material, sj-docx-1-pss-10.1177_09567976211061109 for Growth-Mindset Intervention Delivered by Teachers Boosts Achievement in Early Adolescence by Tenelle Porter, Diego Catalán Molina, Andrei Cimpian, Sylvia Roberts, Afiya Fredericks, Lisa S. Blackwell and Kali Trzesniewski in Psychological Science

Supplemental material, sj-docx-1-pss-10.1177_09567976211061109 for Growth-Mindset Intervention Delivered by Teachers Boosts Achievement in Early Adolescence by Tenelle Porter, Diego Catalán Molina, Andrei Cimpian, Sylvia Roberts, Afiya Fredericks, Lisa S. Blackwell and Kali Trzesniewski in Psychological Science

Supplemental material, sj-docx-1-pss-10.1177_09567976211028984 for Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn���t Work by David S. Yeager, Jamie M. Carroll, Jenny Buontempo, Andrei Cimpian, Spencer Woody, Robert Crosnoe, Chandra Muller, Jared Murray, Pratik Mhatre, Nicole Kersting, Christopher Hulleman, Molly Kudym, Mary Murphy, Angela Lee Duckworth, Gregory M. Walton and Carol S. Dweck in Psychological Science

Describing behaviors as reflecting categories (e.g., asking children to “be helpers”) has been found to increase pro-social behavior. The present studies (N = 139, ages 4-5) tested whether such effects backfire if children experience setbacks while performing category-relevant actions. In Study 1, children were asked either to “be helpers” or “to help,” and then pretended to complete a series of successful scenarios (e.g., pouring milk) and unsuccessful scenarios (e.g., spilling milk while trying to pour it). After the unsuccessful trials, children asked to “be helpers” had more negative attitudes. In Study 2, asking children to “be helpers” impeded children’s actual helping behavior after they experienced difficulties while trying to help. Implications for how category labels shape beliefs and behavior will be discussed.

People understand the world by constructing explanations for what they observe. It is thus important to identify the cognitive processes underlying these judgments. According to a recent proposal, everyday explanations are often constructed heuristically: Because people need to generate explanations on a moment-by-moment basis, they cannot perform an exhaustive search through the space of possible reasons and may instead use the information that is most easily accessible in memory (Cimpian & Salomon 2014a, 2014b). In the present research, we tested two key claims of this proposal that have so far not been investigated. First, we tested whether—as previously hypothesized—the information about an entity that is most accessible in memory tends to consist of inherent or intrinsic facts about that entity rather than extrinsic (contextual, historical, etc.) facts about it (Studies 1 and 2). Second, we tested the implications of this difference in the memory accessibility of inherent vs. extrinsic facts for the process of generating explanations: Does the fact that inherent facts are more accessible than relevant extrinsic facts give rise to an inherence bias in the content of the explanations generated (Studies 3 and 4)? The findings supported the proposal that everyday explanations are generated in part via a heuristic process that relies on easily accessible—and often inherent—information from memory.

Despite having the raw ability to pursue careers in science and engineering, gifted girls often shy away from such careers. Here, we explore two explanations for this puzzling phenomenon. Specifically, we argue that exposure to (1) negative stereotypes about women’s intellectual abilities and (2) stereotypes about scientists as “nerdy,” eccentric loners may undermine gifted girls’ confidence in their ability to succeed in science and engineering, their sense of belonging in these fields, and—ultimately—their interest. We also suggest evidence-based strategies for inoculating girls against these stereotypes and boosting their interest in science and engineering.

Eight studies (N = 2,974) were conducted to test the hypothesis that the widespread folk belief in the "true self" is an instance of psychological essentialism. Results supported this hypothesis. Specifically, participants’ reasoning about the true self displayed the telltale features of essentialist reasoning (immutability, discreteness, consistency, informativeness, inherence, and biological basis; Studies 1–4); participants’ endorsement of true-self beliefs correlated with individual differences in other essentialist beliefs (Study 5); and experimental manipulations of essentialist thought in domains other than the self were found to “spill over” and affect the extent to which participants endorsed true-self beliefs (Studies 6–8). These findings advance theory on the origins and functions of true-self beliefs, revealing these beliefs to be a specific instance of a broader tendency to explain phenomena in the world in terms of underlying essences.

This activity is designed to explore how exposure to a role model may benefit students' motivation to pursue a scientific career.

This activity is designed to explore how exposure to a role model may benefit students' motivation to pursue a scientific career.

This activity is designed to explore how exposure to a role model may benefit studentsÔøΩ motivation to pursue a scientific career.