Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents

Impulsivityhas 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 STEMlearning (i.e. science, technology, engineering, and math). STEMlearning was hypothesized to be more challenging for impulsivestudents, since it requires the practice and repetition of tasks as well as concerted attention to task performance. Impulsivitywas assessed in a cross-sectional sample of 2,476 students in grades 6–12. Results show impulsivityaffects a larger population of students, not limited to students with learning disabilities. Impulsivitywas associated with lower sources of self-efficacy for science (SSSE), interest in most STEMdomains (particularly math), and self-reported STEMskills. The large negative effect sizeobserved for impulsivitywas opposed by higher mindset, which describes a student’s belief in the importance of effort when learning is difficult. Mindsethad a large positive effect sizeassociated with greater SSSE, STEMinterest, and STEMskills. When modeled together, results offer that mindsetinterventions may benefit impulsivestudents who struggle with STEM. Together, these data suggest important interconnected roles for impulsivityand mindsetthat can influence secondary students’ STEMtrajectories.