In a groundbreaking study conducted at a selective STEM high school in Virginia, researchers have unveiled the intricate pathways through which a growth mindset in mathematics significantly influences students’ intrinsic motivation, academic achievement, and ultimately, their interest in pursuing STEM-related careers. This investigation delves deeply into the motivational constructs that fuel gifted adolescents’ engagement in math and science, offering valuable insights for educators, policymakers, and researchers aiming to cultivate the next generation of STEM professionals.
The study encompassed a diverse sample of 144 students from grades 9 through 12, attending a full-day Governor’s School specially designed for academically gifted students in STEM disciplines. Participants were carefully selected based on a rigorous admission process that considered standardized test scores in math and verbal reasoning, essay responses, past academic performance in core subjects, and teacher recommendations. The final analytic sample consisted of 132 students who completed both the demographic and survey measures. This sample was notably diverse, with nearly half identifying as Asian or Asian American, about 40 percent as White, and smaller proportions as African American, Hispanic or Latino, and other ethnic groups, reflecting a multifaceted student body primed for investigating motivational dynamics in mathematics.
Parental consent and student assent were obtained electronically before participants completed an online survey assessing various motivational facets related to mathematics performance and STEM career aspirations. The comprehensive questionnaire involved validated scales adapted from well-established sources to ensure psychometric reliability and domain relevance. These scales measured students’ implicit theories about math intelligence (growth mindset), learning goals specific to mathematics, intrinsic motivation toward math challenges, self-reported math grades, and interest in STEM careers. The researchers paid particular attention to scale adaptation to reflect adolescent perspectives in the math domain, recognizing the pivotal role of math proficiency as a gateway to STEM fields.
Central to the analysis was the concept of mindsets, originally articulated by Carol Dweck. The researchers used a six-item measure adapted to the math context to evaluate whether students viewed their math intelligence as fixed or malleable. The scale included statements representing fixed mindset beliefs, such as the idea that one’s math intelligence is static and unchangeable, as well as growth mindset statements emphasizing the potential for significant improvement through effort and learning. Responses were measured on a six-point Likert scale, allowing for nuanced differentiation between levels of agreement. Importantly, the scale was reverse-coded such that higher composite scores indicated stronger endorsement of a growth mindset. The instrument demonstrated excellent internal consistency within this gifted cohort, reinforcing its suitability for educational research.
Complementing the mindset measure, the survey assessed learning goals specifically related to mathematics through items derived and adapted from the Patterns of Adaptive Learning survey. These items captured students’ preferences for challenging math tasks that foster learning, even when mistakes occur, emphasizing the process over mere performance. Again, a six-point Likert scale was used, with higher scores indicative of stronger orientation toward mastery and learning. The reliability of this subscale was similarly robust, underscoring the interplay between goal orientation and mindset as crucial motivational components in mathematics.
Intrinsic motivation toward mathematics achievement was evaluated using selected sub-factors from the Lepper et al. scale, focusing on challenge, curiosity, and independent mastery. Students indicated their agreement with statements on a five-point scale, addressing their enjoyment of difficult and challenging math tasks. This facet of motivation is especially critical given research linking intrinsic motivation to deeper engagement and persistence in STEM disciplines. The scale’s internal consistency was also high, confirming that participants’ responses reliably represented their motivational drive toward math success.
Academic achievement itself was measured via self-reported mathematics grades from the third quarter of the most recent school year, spanning courses from Algebra 2 to Advanced Placement Calculus and Linear Algebra, reflecting the advanced curriculum typical of gifted STEM students. Although self-reported grades can be subject to bias, prior research demonstrates their strong correlation with actual academic performance, particularly in high-achieving populations. This metric served as an essential outcome variable linking motivational constructs to educational success.
Finally, STEM career interest was captured through the Career Interest Questionnaire, a rigorously validated instrument assessing students’ perceptions of supportive environments, their desire to pursue STEM educational and career opportunities, and the importance they attribute to STEM professions. Rated on a five-point scale, this measure allowed for capturing nuanced attitudes toward STEM pathways, providing a critical endpoint to the motivational model under investigation.
The data analysis approach in this study was meticulous and comprehensive. Descriptive statistics outlined the distributions, while a path analysis was employed to test a hypothesized model positing that a growth mindset in mathematics affects STEM career interest both directly and indirectly through learning goals, intrinsic motivation, and mathematics achievement. The researchers rigorously tested assumptions of multivariate normality and controlled for potential outliers and multicollinearity to ensure validity. Multiple model comparisons assessed whether direct effects of growth mindset on achievement and intrinsic motivation added explanatory power, with results indicating no significant improvement over the reduced hypothesized model.
Model fit indices further supported the appropriateness of the hypothesized path model, meeting established criteria for comparative fit index, root mean square error of approximation, and standardized root mean square residual. To investigate mediation effects, parametric bootstrapping was utilized, offering more robust inference on indirect effects compared to traditional tests, enhancing confidence in the structural relationships identified.
Findings illuminated that students who strongly endorsed a growth mindset toward their math intelligence were more likely to adopt mastery-oriented learning goals and exhibit higher intrinsic motivation regarding math challenges. These motivational constructs, in turn, significantly predicted better math achievement and heightened STEM career interest. Notably, the model suggested that growth mindset’s influence on STEM career interest is primarily mediated through these motivational and achievement pathways, rather than exerting direct influence alone.
This research advances our understanding of how cognitive beliefs about intelligence translate into motivational dynamics and educational outcomes among gifted adolescents specialized in STEM education. It underscores the critical role of fostering growth mindsets to engender positive learning goals and intrinsic motivation, which then drive academic success and reinforce interest in STEM careers. The implications extend beyond gifted settings, suggesting broad strategies for educational interventions aiming to expand the pipeline of STEM talent.
The study also highlights the intricate interplay among psychological constructs, demonstrating that mindset alone is insufficient without accompanying motivational engagement and academic performance to inspire STEM career aspirations. This underscores the importance of holistic approaches in STEM education that concurrently nurture beliefs, motivation, and achievement.
Given the selective and diverse nature of the sample, the findings provide meaningful insights into how top-performing students navigate their educational trajectories toward STEM professions. The strong representation of Asian American and White students also offers a lens on demographic factors in STEM motivation, though further research is needed to explore cultural nuances and extend understanding across broader populations.
Moreover, the application of rigorous psychometric instruments and advanced statistical modeling enhances the credibility of these findings, offering a robust framework for future studies. The research team’s transparent methodological reporting, including data screening and model testing strategies, sets a high standard for empirical rigor in education psychology research.
As educators increasingly prioritize STEM literacy and workforce development, this study offers tangible evidence supporting interventions that cultivate growth mindsets and intrinsic motivation in mathematics. Ultimately, such efforts can promote sustained engagement and success in STEM fields, addressing critical workforce gaps and empowering gifted students to realize their full potential.
This investigation stands as a seminal contribution to the field of STEM education research, weaving together cognitive, motivational, and achievement dimensions to unravel how gifted students’ psychological profiles influence their STEM career trajectories. Its implications reverberate across educational practice, policy formulation, and ongoing research striving to unlock the determinants of STEM success.
With the burgeoning demand for skilled STEM professionals globally, understanding the motivational antecedents of STEM interest and achievement is paramount. The integrative model proposed and validated in this study enriches this understanding and provides actionable insights to guide educators, counselors, and program designers dedicated to fostering thriving STEM pathways among youth.
As the educational landscape evolves, embracing multifaceted motivational frameworks such as this one will be key to crafting engagement strategies that resonate deeply with students and cultivate enduring STEM passion. The findings affirm that nurturing a growth mindset is a powerful catalyst within this ecosystem, setting in motion a cascade of motivational and academic processes leading to STEM career aspirations.
This research not only highlights the transformative power of mindset on students’ math learning journeys but also situates these effects within a broader motivational and achievement context critical to sustained STEM engagement. By illuminating these connections, it paves the way for more nuanced, effective interventions targeting gifted and general STEM populations alike.
In summary, the nuanced interplay between growth mindset, learning goals, intrinsic motivation, and math achievement offers a compelling blueprint for enhancing STEM career interest among gifted adolescents. This study’s rigor and depth contribute richly to ongoing dialogues about fostering inclusive, high-impact STEM education that empowers future innovators and leaders in science and technology.
Subject of Research: The impact of growth math mindset, learning goals, intrinsic motivation, and math outcomes on STEM career interest among gifted students in STEM education.
Article Title: Impact of growth math mindset, learning goals, intrinsic motivation, and math outcomes on STEM career interest among gifted students in STEM education.
Article References:
Park, S., Callahan, C.M. & Ryoo, J.H. Impact of growth math mindset, learning goals, intrinsic motivation, and math outcomes on STEM career interest among gifted students in STEM education. Humanit Soc Sci Commun 12, 1862 (2025). https://doi.org/10.1057/s41599-025-06132-9
Image Credits: AI Generated
