Some college students have difficulty with mathematics not because they are unable to learn but because they don’t believe in their capabilities. While various strategies have been proposed for addressing this self-defeating mindset, few have been compared to determine which are most effective.
With a grant from the National Science Foundation (NSF), Carlton Fong, an assistant professor in the Department of Curriculum and Instruction at Texas State University, and Taylor Acee, a professor in the Department of Curriculum and Instruction, are set to study the impact of psychosocial factors on students’ success in math.
The three-year, $478,000 grant will support the study, “Psychosocial Interventions to Improve Postsecondary Student Mathematics Attainment: A Meta-Analysis Exploring What Works and for Whom.” Fong will serve as principal investigator (PI) with Acee as co-PI.
