Dweck's Social-Cognitive Model of Achievement Motivation in Science.

Dweck's social-cognitive model has long been used as a basis for achievement motivation research. However, few studies have examined the comprehensive model with interactions between perceived ability and achievement goals, and even fewer studies have focused on this model in a science academic context. With a sample of undergraduates (n = 1,036), the relations among mindsets, science academic self-efficacy, achievement goals, and achievement-related outcomes in science were examined. Fixed mindset related to performance goals. Growth mindset related to mastery goals and the number of courses completed. There was a significant indirect effect of growth mindset on interest value via mastery goals. Contrary to Dweck's model, the relation of performance goals to outcomes did not vary as a function of science academic self-efficacy. The findings provide empirical evidence for a more nuanced understanding of Dweck's model. They provide practical insights for how to support undergraduate students who are pursuing science-related career.

Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course.

Using latent profile analysis, we identified profiles of expectancy beliefs, perceived values, and perceived costs among 1433 first- and second-year undergraduates in an introductory chemistry course for STEMM majors. We also investigated demographic differences in profile membership and the relation of profiles to chemistry final exam achievement, science/STEMM credits completed, and graduating with a science/STEMM major. Four motivational profiles were identified: Moderately Confident and Costly (profile 1), Mixed Values-Costs/Moderate-High Confidence (profile 2), High Confidence and Values/Moderate-Low Costs (profile 3), and High All (profile 4). Underrepresented students in STEMM were more likely to be in profile 2 relative to profile 3. First-generation college students were more likely to be in profile 4 than profile 3. Finally, students likely to be in profile 3 had higher final exam grades than the other profiles and were more likely to graduate with a science major compared to profile 1. There were no differences in graduating science major between profile 3 and the other two profiles. Thus, profile 3 was most adaptive for both proximal (final exam) and distal (graduating with a science major) outcomes. Results suggest that supporting motivation early in college is important for persistence and ultimately the talent development of undergraduate STEMM students.

Gender Differences and Roles of Two Science Self-Efficacy Beliefs in Predicting Post-College Outcomes.

The end of college is a key transition point when students prepare for the workforce or graduate school, and when competence beliefs that have been shaped throughout college play a particularly important role in decision-making processes. This study examined the roles of two competence beliefs, self-efficacy for scientific tasks and science academic self-efficacy, during the final year of college. A structural equation model was used to examine science research self-efficacy and science academic self-efficacy as predictors of post-graduation science career intentions and life satisfaction; prior achievement was also included as a predictor of competence beliefs and post-graduation outcomes. Findings indicated that both types of self-efficacy predicted career intentions and life satisfaction. To better understand the processes that contribute to gender gaps in certain science careers, gender differences in mean levels of self-efficacy and in the structural relations among the variables of interest were examined using multi-group analyses. Females reported lower academic self-efficacy, despite having similar levels of prior achievement and outcomes; structural relations also appeared to vary by gender. Results extend theoretical understanding of the roles of two distinct forms of self-efficacy and the potential mechanisms explaining gender gaps in science fields.

FAIR4Health: Findable, Accessible, Interoperable and Reusable data to foster Health Research.

Due to the nature of health data, its sharing and reuse for research are limited by ethical, legal and technical barriers. The FAIR4Health project facilitated and promoted the application of FAIR principles in health research data, derived from the publicly funded health research initiatives to make them Findable, Accessible, Interoperable, and Reusable (FAIR). To confirm the feasibility of the FAIR4Health solution, we performed two pathfinder case studies to carry out federated machine learning algorithms on FAIRified datasets from five health research organizations. The case studies demonstrated the potential impact of the developed FAIR4Health solution on health outcomes and social care research. Finally, we promoted the FAIRified data to share and reuse in the European Union Health Research community, defining an effective EU-wide strategy for the use of FAIR principles in health research and preparing the ground for a roadmap for health research institutions. This scientific report presents a general overview of the FAIR4Health solution: from the FAIRification workflow design to translate raw data/metadata to FAIR data/metadata in the health research domain to the FAIR4Health demonstrators' performance.

How Instructors Can Enhance Biology Students' Motivation, Learning, and Grades through Brief Relevance Writing and Worked-Example Interventions.

The high failure rate of students in "gateway" science, technology, engineering, and mathematics (STEM) courses has been a persistent problem for biology programs nationwide. Common wisdom contends that addressing this problem requires major curricular overhauls. While desirable, such large systematic changes are often expensive or impractical. We propose an alternative approach: supplementing the regular instruction with brief online modules targeting specific cognitive (learning) and motivational mechanisms. We conducted an intervention study to test the effects of different combinations of cognitive and motivational modules on undergraduate introductory biology students' learning, motivation, achievement, and intentions to remain in science. Introductory biology students at three research universities were randomly assigned to a no-treatment control condition or one of several combinations of cognition motivation modules. In this article, we describe the modules that are easiest for instructors to integrate with existing course content: worked examples (demonstrations of biology problem solving) and relevance writing (brief open-ended writing assignments about connections of biology concepts to one's life). Increased student engagement in these modules led to higher motivation, biology reasoning, and course grades. These findings support the effectiveness of delivering brief online supplemental modules on students' success in introductory biology courses. This easily implemented intervention can utilize online tools such as Blackboard, Canvas, or Moodle and provides an option when major changes to course instruction are not practical.

The Role of Stereotype Threat in Ethnically Minoritized Students' Science Motivation: A Four-Year Longitudinal Study of Achievement and Persistence in STEM.

Grounded in expectancy-value and stereotype threat theories, this four-year longitudinal study examined associations between changes in stereotype threat and motivation (self-efficacy, task values, and perceived costs) among 425 undergraduates from racial/ethnic groups typically underrepresented in science, technology, engineering, and mathematics (STEM). Growth analyses indicated that students' stereotype threat and perceived cost of studying science increased during college, whereas science self-efficacy, intrinsic value, and attainment value declined. Parallel growth analyses suggested that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college. Higher initial levels and a steeper increase in stereotype threat related to lower STEM GPA. Higher initial levels and a slower decline in motivation variables related to higher STEM GPA and more completed STEM courses. These findings provide empirical evidence for the relations between stereotype threat and motivation among underrepresented minority students during a key developmental period.

From Raw Data to FAIR Data: The FAIRification Workflow for Health Research.

BACKGROUND: FAIR (findability, accessibility, interoperability, and reusability) guiding principles seek the reuse of data and other digital research input, output, and objects (algorithms, tools, and workflows that led to that data) making them findable, accessible, interoperable, and reusable. GO FAIR - a bottom-up, stakeholder driven and self-governed initiative - defined a seven-step FAIRification process focusing on data, but also indicating the required work for metadata. This FAIRification process aims at addressing the translation of raw datasets into FAIR datasets in a general way, without considering specific requirements and challenges that may arise when dealing with some particular types of data. OBJECTIVES: This scientific contribution addresses the architecture design of an open technological solution built upon the FAIRification process proposed by "GO FAIR" which addresses the identified gaps that such process has when dealing with health datasets. METHODS: A common FAIRification workflow was developed by applying restrictions on existing steps and introducing new steps for specific requirements of health data. These requirements have been elicited after analyzing the FAIRification workflow from different perspectives: technical barriers, ethical implications, and legal framework. This analysis identified gaps when applying the FAIRification process proposed by GO FAIR to health research data management in terms of data curation, validation, deidentification, versioning, and indexing. RESULTS: A technological architecture based on the use of Health Level Seven International (HL7) FHIR (fast health care interoperability resources) resources is proposed to support the revised FAIRification workflow. DISCUSSION: Research funding agencies all over the world increasingly demand the application of the FAIR guiding principles to health research output. Existing tools do not fully address the identified needs for health data management. Therefore, researchers may benefit in the coming years from a common framework that supports the proposed FAIRification workflow applied to health datasets. CONCLUSION: Routine health care datasets or data resulting from health research can be FAIRified, shared and reused within the health research community following the proposed FAIRification workflow and implementing technical architecture.

Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence.

Despite efforts to attract and maintain diverse students in the science, technology, engineering and math (STEM) pipeline, issues with attrition from undergraduate STEM majors persist. The aim of this study was to examine how undergraduate science students' competence beliefs, task values, and perceived costs in science combine into motivational profiles and to consider how such profiles relate to short and long-term persistence outcomes in STEM. We also examined the relations between underrepresented group membership and profile membership. Using latent profile analysis, we identified three profiles that characterized 600 participants' motivation during their first semester in college: Moderate All, Very High Competence/Values-Low Effort Cost, and High Competence/Values-Moderate Low Costs. The Moderate All profile was associated with the completion of fewer STEM courses and lower STEM GPAs relative to the other profiles after one year and after four years of college. Furthermore, underrepresented minority students were overrepresented in the Moderate All profile. Findings contribute to our understanding of how science competence beliefs, task values, and perceived costs may coexist and what combinations of these variables may be adaptive or deleterious for STEM persistence and achievement.

Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit.

This investigation of undergraduates' heterogeneous science identity trajectories within a gateway chemistry course identified three latent classes (High and Stable, Moderate and Slightly Increasing, Moderate and Declining) using growth mixture modeling. Underrepresented minorities were more likely to exhibit Moderate-and-Slightly-Increasing science identities versus High-and-Stable patterns. Students with higher perceived competence were more likely classified into the High-and-Stable class compared to the other classes. Students classified into the High-and-Stable class scored significantly higher on the final exam and appeared to be more likely to remain in a STEM major across fall and spring semesters compared to the other two classes. Results suggest that some students' identities shift within a single semester and supporting science perceived competence before college may support students' science identity development.

Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students.

Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (N Study 1 = 160 upper elementary students; N Study 2 = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and Confident (Study 2) were also present. Across studies, the Moderate-High All and Intrinsic and Confident profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts.

From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college.

This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent class membership. In addition, students in the two highest classes were significantly more likely to report being involved in science careers or science fields after college graduation than students in the Moderate-Low with Early Decline class. (PsycINFO Database Record

Repairing the Leaky Pipeline: A Motivationally Supportive Intervention to Enhance Persistence in Undergraduate Science Pathways.

The current study reports on the efficacy of a multi-faceted motivationally designed undergraduate enrichment summer program for supporting science, technology, engineering and math (STEM) persistence. Structural equation modeling was used to compare summer program participants (n = 186), who participated in the program between their first and second years in college, to a propensity score matched comparison sample (n = 401). Participation in the summer program positively predicted science motivation (self-efficacy, task value), assessed eight months after the end of the program (second year in college). The summer enrichment program was also beneficial for science persistence variables, as evidenced by significant direct and indirect effects of the program on science course completion during students' third year of college and students' intentions to pursue a science research career assessed during the third year of college. In general, the program was equally beneficial for all participants, but ancillary analyses indicated added benefits with respect to task value for students with relatively lower prior science achievement during the first year of college and with respect to subsequent science course taking for males. Implications for developing effective interventions to reduce the flow of individuals out of STEM fields and for translating motivational theory into practice are discussed.

Availability of information in Public Health on the Internet: An analysis of national health authorities in the Spanish-speaking Latin American and Caribbean countries.

INTRODUCTION: Access to reliable and quality health information and appropriate medical advice can contribute to a dramatic reduction in the mortality figures of countries. The governments of the Americas are faced with the opportunity to continue working on this challenge, and their institutional presence on their websites should play a key role in this task. In a setting where the access to information is essential to both health professionals and citizens, it is relevant to analyze the role of national health authorities. Given that search engines play such a key role in the access to health information, it is important to specifically know - in connection to national health authorities - whether health information offered is easily available to the population, and whether this information is well-ranked in search engines. METHODS: Quantitative methods were used to gather data on the institutional presence of national health authorities on the web. An exploratory and descriptive research served to analyze and interpret data and information obtained quantitatively from different perspectives, including an analysis by country, and also by leading causes of death. A total of 18 web pages were analyzed. Information on leading causes of death was searched on websites of national health authorities in the week of August 10-14, 2015. RESULTS: The probability of finding information of national health authorities on the 10 leading causes of death in a country, among the top 10 results on Google, is 6.66%. Additionally, ten out the 18 countries under study (55%) do not have information ranked among the top results in Google when searching for the selected terms. Additionally, a total of 33 websites represent the sources of information with the highest visibility for all the search strategies in each country on Google for the ten leading causes of death in a country. Two websites, the National Library of Medicine and Wikipedia, occur as a result with visibility in the total of eighteen countries of the sample. CONCLUSIONS: Taking into consideration that providing reliable and quality information on these topics to the population should be one of the priorities of national health authorities, these results suggest that national health authorities need to take measures to try to better position their contents.

Social media in public health: an analysis of national health authorities and leading causes of death in Spanish-speaking Latin American and Caribbean countries.

BACKGROUND: Information and communications technologies, like social media, have the potential to reduce some barriers in disease prevention and control in the Americas. National health authorities can use these technologies to provide access to reliable and quality health information. A study was conducted to analyze availability of information about the leading causes of death on social media channels of national health authorities in 18 Spanish-speaking Latin American and Caribbean countries. METHODS: We gathered data of national health authorities's institutional presence in social media. Exploratory-descriptive research was useful for analysis and interpretation of the data collected. An analysis was carried out for 6 months, from April 1 to September 30, 2015. RESULTS: Sixteen of the 18 countries studied have institutional presences on social media. National health authorities have a presence in an average of almost three platforms (2.8%). An average of 1% of the populations with Internet access across the 18 countries in this study follows national health authorities on social media (approximately, an average of 0.3% of the total population of the countries under study). On average, information on 3.2 of the 10 leading causes of death was posted on the national health authorities' Facebook pages, and information on 2.9 of the 10 leading causes of death was posted on their Twitter profiles. Additionally, regarding public health expenditures and the possibility of retrieving information on the leading causes of death, an apparent negative correlation exists in the case of Facebook, r(13) = -.54, P = .03 and a weak negative correlation in the case of Twitter, r(14) = -.26, P = .31, for the countries with presences in those networks. CONCLUSIONS: National health authorities can improve their role in participating in conversations on social media regarding the leading causes of death affecting their countries. Taking into account Internet accessibility levels in the countries under study and the high rates of people using social networks in even the poorest countries, further research is needed to provide evidence that more dedication to health promotion interventions through social media could significantly improve the impact and reach of public health messages and initiatives.

A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science.

There is a strong need to increase the number of undergraduate students who pursue careers in science to provide the "fuel" that will power a science and technology-driven U.S. economy. Prior research suggests that both evidence-based teaching methods and early undergraduate research experiences may help to increase retention rates in the sciences. In this study, we examined the effect of a program that included 1) a Summer enrichment 2-wk minicourse and 2) an authentic Fall research course, both of which were designed specifically to support students' science motivation. Undergraduates who participated in the pharmacology-based enrichment program significantly improved their knowledge of basic biology and chemistry concepts; reported high levels of science motivation; and were likely to major in a biological, chemical, or biomedical field. Additionally, program participants who decided to major in biology or chemistry were significantly more likely to choose a pharmacology concentration than those majoring in biology or chemistry who did not participate in the enrichment program. Thus, by supporting students' science motivation, we can increase the number of students who are interested in science and science careers.