Questioning your brilliance in physics: Differential shifts in fixed mindsets by grade and gender
Abstract
Students' domain-specific mindsets and their beliefs about their capacity to improve through effort play a crucial role in shaping their experiences and decisions to persist in STEM disciplines. Physics is generally seen as a field requiring innate brilliance, which can reinforce fixed mindsets, particularly after initial setbacks in performance that are common in introductory university courses. In this study, we examine changes in fixed mindsets and potential gender differences in an introductory calculus-based physics course. Our sample consisted of 508 students with an average age of 18, predominantly White, with men comprising the majority. Based upon survey response distributions, three distinct mindset categories were identified: Hesitant, Hopeful, and Confident, describing how strongly students rejected a fixed mindset in physics. The results suggested large gender differences in distributions at the high and low-end groups. We also found an overall decline toward fixed mindsets across the course, and logistic regressions controlling for initial mindsets showed that women were significantly more likely than men to shift away from the Confident category. While the majority of men tended to stay within the Confident category, the majority of women moved away from it. Particularly, this differential shift was seen among students receiving Bs or Cs, the most commonly awarded grades in this course. Furthermore, there were relatively small differences in the probability of change within men as a function of grades received, whereas women showed marked declines toward fixed beliefs with either a B or C. Our findings provide empirical evidence for the dynamic, grade-sensitive nature of students' mindsets in a calculus-based physics course.
Versions
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BibTeX
@misc{seifollahi2026questioning,
title = {{Questioning your brilliance in physics: Differential shifts in fixed mindsets by grade and gender}},
author = {Fargol Seifollahi and Christian D. Schunn and Chandralekha Singh},
howpublished = {arXiv},
year = {2026},
month = sep,
doi = {10.48550/arxiv.2609.11659},
eprint = {2609.11659},
archivePrefix = {arXiv},
url = {https://arxiv.org/abs/2609.11659},
}
RIS
TY - UNPB
TI - Questioning your brilliance in physics: Differential shifts in fixed mindsets by grade and gender
AU - Fargol Seifollahi
AU - Christian D. Schunn
AU - Chandralekha Singh
PY - 2026
DA - 2026/09/10
PB - arXiv
DO - 10.48550/arxiv.2609.11659
UR - https://arxiv.org/abs/2609.11659
AB - Students' domain-specific mindsets and their beliefs about their capacity to improve through effort play a crucial role in shaping their experiences and decisions to persist in STEM disciplines. Physics is generally seen as a field requiring innate brilliance, which can reinforce fixed mindsets, particularly after initial setbacks in performance that are common in introductory university courses. In this study, we examine changes in fixed mindsets and potential gender differences in an introductory calculus-based physics course. Our sample consisted of 508 students with an average age of 18, predominantly White, with men comprising the majority. Based upon survey response distributions, three distinct mindset categories were identified: Hesitant, Hopeful, and Confident, describing how strongly students rejected a fixed mindset in physics. The results suggested large gender differences in distributions at the high and low-end groups. We also found an overall decline toward fixed mindsets across the course, and logistic regressions controlling for initial mindsets showed that women were significantly more likely than men to shift away from the Confident category. While the majority of men tended to stay within the Confident category, the majority of women moved away from it. Particularly, this differential shift was seen among students receiving Bs or Cs, the most commonly awarded grades in this course. Furthermore, there were relatively small differences in the probability of change within men as a function of grades received, whereas women showed marked declines toward fixed beliefs with either a B or C. Our findings provide empirical evidence for the dynamic, grade-sensitive nature of students' mindsets in a calculus-based physics course.
ER -