Mindfulness to Mitigate Psychological Threat and Improve Engagement and Learning in Introductory Physics Courses

Perceived physics demands and physics coping resources, measured using self-report items with Likert scale from 1 to 6. Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Psychological threat ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge.

State motivation to do physics work, measured using self-report items with Likert scale from 1 to 4. Physics motivation is calculated as an average of all items. Physics motivation ranges from 1 to 4, with higher scores indicating greater motivation to do physics work.

Perceived physics demands and physics coping resources, measured using self-report items with Likert scale from 1 to 6. Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Psychological threat ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge.

The degree by which student's want to know or learn about physics, measured using self-report items with Likert scale from 1 to 4. Physics interest is calculated as an average of all items. Physics interest ranges from 1 to 4, with higher scores indicating greater interest in learning about physics.

Beliefs about the ability to perform well in physics, measured using self-report items with Likert scale from 1 to 4. Physics self-efficacy is calculated as an average of all items. Physics self-efficacy ranges from 1 to 4, with higher scores indicated greater self-efficacy to perform well in physics.

Perceived value of learning physics, measured using self-report items with Likert scale from 1 to 6. Physics value is calculated as an average of all items. Physics value ranges from 1 to 6, with higher scores indicating greater perceived value of physics learning.

The degree by which students identify their self-concept with physics, measured using self-report items with Likert scale from 1 to 6. Physics identity is calculated as an average of all items. Physics identity ranges from 1 to 6, with higher scores indicating greater self-identification with physics.

Student's sense of belonging in their physics course, measured using self-report items with Likert scale from 1 to 5. Physics belonging is calculated as an average of all items. Physics belonging ranges from 1 to 5, with higher scores indicating greater sense of belonging in physics.

Goals related to mastery approach, performance approach, or performance avoidance, measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items for each subscale. Physics achievement goals range from 1 to 6, with higher scores indicating greater mastery approach, performance approach, or performance avoidance goals.

Beliefs that intelligence and abilities for physics can be developed through dedication and hard work, measured using self-report items with Likert scale from 1 to 6. Growth mindset is calculated as an average of all items. Growth mindset ranges from 1 to 6, with higher scores indicating greater growth mindsets and lower scores indicating greater fixed mindsets.

Positive Construals and appraisals of a difficult experience in physics, measured using self-report items with Likert scale from 1 to 5. Positive construals and appraisals are calculated as an average of all items. Positive construals and appraisals ranges from 1 to 5, with higher scores indicating greater positive reappraisal of a difficult experience in physics.

Positive and negative affect, measured using self-report items with Likert scale from 1 to 5. Positive and negative affect are calculated as an average of all items from each subscale. Positive and negative affect ranges from 1 to 5, with higher scores indicating greater positive or negative affect, respectively.

State mindful attention and awareness, measured using self-report items with Likert scale from 0 to 6. State mindfulness is calculated as an average of all items. State mindfulness ranges from 0 to 6, with higher scores indicating greater state mindful attention and awareness.

State balanced mental attitude, measured using self-report items with Likert scale from 1 to 5. State equanimity is calculated as an average of all items. State equanimity ranges from 1 to 5, with higher scores indicating a greater balanced mental attitude.

Positive construals and appraisals of a difficult experience in physics, measured using self-report items with Likert scale from 1 to 5. Positive construals and appraisals are calculated as an average of all items. Positive construals and appraisals ranges from 1 to 5, with higher scores indicating greater positive reappraisal of a difficult experience in physics.

Physics effort, cognitive strategies, metacognitive strategies, & help-seeking, with each subscale measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items for each subscale, with higher scores indicating greater effort, use of cognitive strategies, metacognitive strategies, and greater help-seeking behavior.

Anxiety about doing physics work, measured using self-report items with Likert scale from 1 to 5. Physics anxiety is calculated as an average of all items. Physics anxiety ranges from 1 to 5, with higher scores indicating greater physics anxiety.

Physics problem solving tasks that range in difficulty covering content from introductory physics. Each item is scored for accuracy. Multiple choice and forced choice items scored as correct or incorrect. Open-ended and explanation items are scored on a rubric. Scores are averaged across the items with higher scores indicating better physics performance.

Physics problem solving tasks that include new learning resources (e.g., a worked example) and a transfer task. Each item is scored for accuracy. Open-ended and explanation items are scored on a rubric. Scores are summed across items with higher scores indicating better physics learning.

Judgments of anxiety, confidence, and difficulty during physics problem solving, with each subscale measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items, with higher scores indicating greater confidence, anxiety, and difficulty respectively.

End-of-course grades measured via school records on a scale from 0-4. Higher grades indicate higher classroom performance.

Enrollment in second semester of introductory physics course sequence measured via official school records. Scored dichotomously, 1 for enrolling in second semester physics and 0 for not.

Perceptions of failure ranging from failure-is-enhancing to failure-is-debilitating, measured using self-report items with Likert scale from 1 to 5. Physics failure mindset is calculated as an average of all items. Physics failure mindset ranges from 1 to 6, with higher scores indicating a greater failure-is-debilitating mindset.

Beliefs about the nature of physics, measured using self-report items with Likert scale from 1 to 6. Physics beliefs is calculated as an average of all items. Physics beliefs ranges from 1 to 6, with higher scores indicating greater implementation of instruction and learning tools.

General self-reported learning and transfer strategies, measured using self-report items with Likert scale from 1 to 6. Physics transfer is calculated as an average of all items. Physics transfer ranges from 1 to 6, with higher scores indicating greater use of learning and transfer strategies.

Perceptions of threat due to Covid-19 and its relation to school, measured using self-report items with Likert scale from 1 to 6. Covid-19 perception of threat is calculated as an average of all items. Covid-19 perception of threat ranges from 1 to 6, with higher scores indicating greater perceived threat due to Covid-19.

Trait mindful attention and awareness, measured using self-report items with Likert scale from 1 to 5. Trait mindfulness is calculated as an average of all items. Trait mindfulness ranges from 1 to 5, with higher scores indicating greater mindful attention and awareness; will also be used as covariate or moderator Trait mindful attention and awareness, measured using self-report items with Likert scale from 1 to 5. Trait mindfulness is calculated as an average of all items. Trait mindfulness ranges from 1 to 5, with higher scores indicating greater mindful attention and awareness; will also be used as covariate or moderator

Trait emotion regulation and dysregulation, measured using self-report items with Likert scale from 1 to 5. Trait emotion regulation is calculated as an average of all items. Trait emotion regulation ranges from 1 to 5, with higher scores indicating greater regulation of emotions and lower scores indicating a dysregulation of emotions; will also be used as covariate or moderator

Trait balanced mental attitude, measured using self-report items with Likert scale from 1 to 5. Trait equanimity is calculated as an average of all items. Trait equanimity ranges from 1 to 5, with higher scores indicating a greater balanced mental attitude; will also be used as covariate or moderator