Andrei Cimpian

Associate to Full Professor

New York University

United States

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About

Andrei Cimpian is an Associate to Full Professor at New York University, USA. His research areas include developmental psychology, social perceptions of gender, and educational disparities. Recent articles reflect his investigations into growth mindsets in children, the biases inherent in educational materials, and the social dynamics influencing achievement across different demographics.

Articles (20)

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2024

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2021

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2020

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2020

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2020

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2020

Collaborators (20)

Corinna Michels

Macromedia University of Applied Sciences

GERMANY

Andrei Cimpian

Research Interests

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About

Articles (20)

Does inducing growth-oriented mindsets about math ability in parents enhance children’s math mindsets, affect, and achievement?

Adolescent boys’ aggressive responses to perceived threats to their gender typicality

A Growth Mindset Scale for Young Children (GM-C): Development and validation among children from the United States and South Africa

People’s Beliefs About Pronouns Reflect Both the Language They Speak and Their Ideologies

Intersectional Male-Centric and White-Centric Biases in Collective Concepts

Sex and gender essentialism in textbooks

The inherence bias in preschoolers’ explanations for achievement differences: replication and extension

Essentialist beliefs about the self predict psychological well-being

Why a culture of brilliance is bad for physics

What Causes Social Class Disparities in Education? The Role of the Mismatches Between Academic Contexts and Working-Class Socialization Contexts and How the Effects of These Mismatches Are Explained

An Integrative Developmental Framework for Studying Gender Inequities in Politics

How Do Young Children Explain Differences in the Classroom? Implications for Achievement, Motivation, and Educational Equity

Understanding the Developmental Roots of Gender Gaps in Politics

“Wonderful but Weak”: Children’s Ambivalent Attitudes Toward Women

Crowdsourcing hypothesis tests: Making transparent how design choices shape research results.

Adults and children implicitly associate brilliance with men more than women

Canadian children’s concepts of national groups: A comparison with children from the United States.

Children’s Intuitive Theories of Academic Performance

Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students

Asking Children to “Be Helpers” Can Backfire After Setbacks

Collaborators (20)

Corinna Michels

Koen Derks

Sarah Gaither

Justin Landy

Elizabeth Mullen

Anthony Lantian

Peter Babinčák

Olga Kombeiz

Daniel Storage

Andrew Hafenbrack

Ian Dawson

Philipp Otto

Michael Barger

Mariola Paruzel-Czachura

Adam Hahn

Andrew Christy

Sarah Otner

April Bailey

Emily Foster-Hanson

Sébastien Goudeau

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