Who Is Part of the “Mindset Context”? The Unique Roles of Perceived Professor and Peer Mindsets in Undergraduate Engineering Students’ Motivation and Belonging

In the current study, we explore unique roles that perceived professor and peer beliefs play in creating a mindset context for undergraduate engineering students. We found students ( N = 304) their peers, as compared to professors, endorse stronger fixed about intelligence more negative effort failure, what refer “unproductive mindsets”. Students’ perceptions of professors’ unproductive mindsets negatively predicted motivation (utility, attainment, intrinsic value engineering) sense belonging, even controlling students’ own mindsets. Further, peers’ (intrinsic mastery goals), choice difficult assignment, These results suggest when considering permeate academic contexts, it is important consider role both teachers (professors) peers.