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Background The extent to which students view their intelligence as improvable (i.e., their “mindset”) influences students’ thoughts, behaviors, and ultimately their academic success. Thus ...
- Participants
- Data Collection
- Longitudinal Data Analysis
- Qualitative Content Analysis
Our study participants were enrolled in a challenging mid-level STEM course (Organic Chemistry II) at a single large southeastern public university with very high research activity. We recruited participants from Organic Chemistry II because it is a required course for many professional schools and STEM majors. Further, because we were interested i...
Survey administration
Each survey consisted of two versions of the mindset scale (Dweck, 1999), one focused on chemistry intelligence and the other on general intelligence, as well as additional closed-response and constructed-response questions (Survey Questions in Additional file 1, Section 1). Students were surveyed four times throughout the semester. Survey timing was coordinated in relationship to course milestones: the first survey occurred in the second week of class, the second survey just after the first...
Mindset scale
The mindset scale consists of eight items, which we tailored to the chemistry course context: four measuring a growth mindset (e.g., “No matter who you are, you can significantly change your chemistry intelligence level”) and four measuring a fixed mindset (e.g., “Your chemistry intelligence is something about you that you can’t change very much”) (Dweck, 1999). We chose to use “chemistry intelligence” because there is evidence that responses to the mindset scale are more accurate and predict...
Students’ perceptions of academic performance
Extensive prior research suggests that mindsets should influence students’ academic success (Dweck, 1999; Yeager et al., 2019). To model the relationship between students’ mindsets and academic experiences, we asked students about their perceived level of success or failure in the course; we termed this variable “failure perception.” We chose to operationalize students’ academic performance with their perceptions of their performance rather than an objective measure of their actual performanc...
We analyzed students’ mindset scale responses over time in several steps. First, we tested for measurement invariance to ensure that scores from the mindset scale could be compared across time points. Next, we used multiple group comparisons to determine whether students’ personal characteristics influenced their mindset change throughout the semes...
Interviews were recorded and transcribed verbatim. Interview transcripts and responses to open-ended questions asking students to explain why they hold their mindset beliefs (survey 1) and how their mindset beliefs have changed this semester (survey 2) were analyzed qualitatively to identify sources of students’ mindsets using the software MAX-QDA ...
- Lisa B. Limeri, Nathan T. Carter, Jun Choe, Hannah G. Harper, Hannah R. Martin, Annaleigh Benton, Er...
- 2020
May 24, 2024 · We estimate that a student with growth mindset who is in the same school and grade level and has the same background and achievement characteristics as a student with a fixed mindset learns 0.066 SD more annually in English language arts, approximately 18% of the average annual growth or 33 days of learning if we assume learning growth as uniform across the 180 days of the academic year.
Oct 27, 2021 · A study by Claro et al. (2016) found that, although high school students from lower-income families were less likely to hold a growth mindset than wealthy students, those lower-income students who did have a growth mindset showed achievement in language and math scores comparable to high-income peers with a fixed mindset, suggesting that a growth mindset may act as a buffer between academic ...
- Aamena Kapasi, Jacqueline Pei
- 2021
Proponents of the theory have developed interventions to influence students' mindsets, claiming that these interventions lead to large gains in academic achievement. Despite their popularity, the evidence for growth mindset intervention benefits has not been systematically evaluated considering both the quantity and quality of the evidence.
Aug 1, 2022 · Concerning ability-differentiated practices, grouping students by ability in class was not related to students' growth mindset, but there was a negative effect of task differentiation such that students reported a stronger fixed mindset when teachers assigned different tasks to different students based on ability, β = −0.56, 95% CI [–0.79, −0.22], p < .01. Regarding teachers' evaluation ...
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In our hypothesized mediation model, as represented in Figure 1, the growth mindset intervention may influence low-achieving students’ challenge-seeking behaviors, which may subsequently impact their academic outcomes (Horng, 2016; Yeager et al., 2018). In other words, challenge-seeking behaviors may partially mediate the impact of the growth ...
