Transcript Brett Peters and David de Jong: Maximizing success in STEM classes

Maximizing Success in the Classroom
Brett J. Peters & David de Jong
Clinical and Social Sciences in Psychology
University of Rochester
Project design and methods
• Visited classrooms for consent, demographics, and
survey administration
– Potential moderators
• Interest in STEM, stereotypical beliefs, motivation, test anxiety
• Administered intervention on 1st page of 2nd exam
– 3 conditions
• Arousal reappraisal (stress is good/adaptive)
• Placebo (ignore signs of stress)
• No-instruction
– Mediators: challenge and threat appraisals
• 2-week follow-up, future enrollment in STEM courses
Questions from the Audience
(please leave this section to enable the audience to ask questions)
Preliminary Results
Condition effect in calculus class on exam grade
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Control
Ignore condition
Arousal reappraisal
Questions from the Audience
(please leave this section to enable the audience to ask questions)