scholarly journals Quick, Easy Mindset Intervention Can Boost Academic Achievement in Large Introductory Psychology Classes

2018 ◽  
Vol 17 (2) ◽  
pp. 177-193 ◽  
Author(s):  
Keiko C. P. Bostwick ◽  
Kathryn A. Becker-Blease
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Educational Interventions ◽  
Introductory Psychology ◽  
Growth Mindset ◽  
Post Intervention ◽  
Manipulation Check ◽  
Fixed Mindset ◽  
Positive Effects ◽  
Mindset Intervention

Having a growth mindset has been shown to predict better academic performance in a variety of educational settings. Efforts to instill a growth mindset through educational interventions have demonstrated positive effects on academic success. However, many of the interventions previously tested are relatively time intensive and costly for some instructors at large research-intensive institutions. In this study, we find that a quick and easy mindset intervention can produce some gains in academic performance. This intervention involved no class time, little prep-work, and was easily disseminated to a 300-student Introductory Psychology lecture. Participants ( N = 278) were randomly assigned to receive a growth mindset, fixed mindset, or control letter from their instructor after their first midterm exam. Nine weeks post-intervention, participants were given a manipulation check to see who read and remembered their letter’s message. Of participants who passed the manipulation check ( N = 86), those in the growth mindset condition outperform their fixed mindset counterparts by as much as 9%.

scholarly journals Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Lisa B. Limeri ◽  
Nathan T. Carter ◽  
Jun Choe ◽  
Hannah G. Harper ◽  
Hannah R. Martin ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Undergraduate Students ◽  
Growth Mindset ◽  
Academic Experiences ◽  
Five Factors ◽  
Stem Students ◽  
Upper Level ◽  
Survey Responses

Abstract 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, understanding the development of students’ mindsets is of great interest to education scholars working to understand and promote student success. Recent evidence suggests that students’ mindsets continue to develop and change during their first year of college. We built on this work by characterizing how mindsets change and identifying the factors that may be influencing this change among upper-level STEM students. We surveyed 875 students in an organic chemistry course at four points throughout the semester and interviewed a subset of students about their mindsets and academic experiences. Results Latent growth modeling revealed that students tended to shift towards viewing intelligence as a stable trait (i.e., shifted towards a stronger fixed mindset and a weaker growth mindset). This trend was particularly strong for students who persistently struggled in the course. From qualitative analysis of students’ written survey responses and interview transcripts, we determined that students attribute their beliefs about intelligence to five factors: academic experiences, observing peers, deducing logically, taking societal cues, and formal learning. Conclusions Extensive prior research has focused on the influence of mindset on academic performance. Our results corroborate this relationship and further suggest that academic performance influences students’ mindsets. Thus, our results imply that mindset and academic performance constitute a positive feedback loop. Additionally, we identified factors that influence undergraduates’ mindset beliefs, which could be leveraged by researchers and practitioners to design more persuasive and effective mindset interventions to promote student success.

scholarly journals Impact of a Growth Mindset Intervention on Academic Performance of Students at Two Urban High Schools

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876493
Author(s):  
Lisa Brougham ◽  
Susan Kashubeck-West
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Research Study ◽  
Growth Mindset ◽  
Practitioner Research ◽  
Future Research ◽  
School Students ◽  
Grade Point ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

Developing a growth mindset has been shown to improve academic performance. The goal of this practitioner research study was to help urban high school students ( N = 69) challenged by poor grades, poor attendance, and poor graduation rates change their beliefs about their own potential. Results indicated that the intervention increased growth mindset scores of students in the treatment group but did not improve core grade point average. The authors discuss implications for school counseling practice and recommendations for future research.

scholarly journals A Growth Mind-Set Intervention Improves Interest but Not Academic Performance in the Field of Computer Science

2019 ◽  
Vol 11 (1) ◽  
pp. 107-116 ◽  
Author(s):  
Jeni L. Burnette ◽  
Crystal L. Hoyt ◽  
V. Michelle Russell ◽  
Barry Lawson ◽  
Carol S. Dweck ◽  
...  
Keyword(s):  
Academic Performance ◽  
Computer Science ◽  
Intrinsic Value ◽  
Growth Mindset ◽  
Practical Applications ◽  
Introductory Computer Science ◽  
Mind Set ◽  
Science Classes ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

We investigated whether a growth mindset intervention could be leveraged to promote performance and interest in computer science, through what mechanisms it might do so, and whether effects were stronger for women than for men. In particular, we explored whether the growth mindset intervention improved academic performance and career interest by increasing intrinsic value. We developed and tested a scalable, online, 4-session growth mindset intervention at 7 universities, across 16 introductory computer science classes ( N = 491). The intervention did not have a significant total effect on academic performance, although it indirectly improved grades via value. Additionally, the intervention, relative to the control, improved interest in the field and value also mediated this effect. Counter to expectations, the intervention worked equally well for women and men. Theoretical and practical applications are discussed.

scholarly journals Why does a growth mindset intervention impact achievement differently across secondary schools? Unpacking the causal mediation mechanism from a national multisite randomized experiment

2020 ◽  
Author(s):  
Xu Qin ◽  
Stephanie Wormington ◽  
Alberto Guzman-Alvarez ◽  
Ming-Te Wang
Keyword(s):  
Academic Success ◽  
Internal Validity ◽  
Positive Association ◽  
Growth Mindset ◽  
National Study ◽  
Educational Transitions ◽  
Causal Mediation ◽  
The Impact ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

The growth mindset or the belief that intelligence is malleable has garnered significant attention for its positive association with academic success. Several recent randomized trials, including the National Study of Learning Mindsets (NSLM), have been conducted to understand why, for whom, and under what contexts a growth mindset intervention can promote beneficial achievement outcomes during critical educational transitions. Prior research suggests that the NSLM intervention was particularly effective in improving low-achieving 9th graders’ GPA, while the impact varied across schools. In this study, we investigated the underlying causal mediation mechanism that might explain this impact and how the mechanism varied across different types of schools. By applying an advanced analytic procedure developed under a causal framework, the analysis enhances the external and internal validity of the results. We found that challenge-seeking behavior played a significant mediating role, only in medium-achieving schools, which may partly explain the reason why the intervention worked differently across schools. We concluded by discussing implications for designing interventions that not only promote students’ growth mindsets, but also foster supportive learning environments under different school contexts.

Changing Learner Beliefs in South African Townships: An Evaluation of a Growth Mindset Intervention

2020 ◽  
Vol 11 (7) ◽  
pp. 991-998 ◽  
Author(s):  
Tenelle Porter ◽  
Ammaarah Martinus ◽  
Rebecca Ross ◽  
Cameron F. Cyster ◽  
Kali Trzesniewski
Keyword(s):  
Low Cost ◽  
Growth Mindset ◽  
Western Cape ◽  
Low Resource ◽  
Positive Effects ◽  
Learner Beliefs ◽  
Intervention Cost ◽  
Math Grades ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

We tested the effectiveness of a growth mindset intervention for N = 354 adolescents from low resource schools in the Western Cape, South Africa. Growth mindset measures demonstrated good psychometric properties in our sample. We found mixed evidence of an intervention effect: We did not find evidence that the intervention improved mastery behavior or math achievement test scores, but treatment-on-the-treated (TOT) analyses showed positive effects on growth mindset for those who received the intervention (0.32 SDs). TOT analyses provided some evidence for effects on math grades, comparable in magnitude with previous research (0.24–0.34 SDs), although tests were underpowered and not all reached significance. The intervention cost approximately R4.4 (31 U.S. cents) per student. A growth mindset intervention may be a low-cost way to shape motivation and grades for those attending low resource schools, but more research is needed to address the mixed results obtained in the current study.

Kellerization and Academic Performance in Live and Online Introductory Psychology Courses

2014 ◽  
Author(s):  
Kristina E. Patrick ◽  
Charles B. Corbitt ◽  
Elise M. Turner ◽  
Alexandra P. Greenfield ◽  
Elizabeth Whipple ◽  
...  
Keyword(s):  
Academic Performance ◽  
Introductory Psychology ◽  
Psychology Courses

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

Development of a multimedia intervention to improve pneumoconiosis prevention in construction workers using RE-AIM framework

2021 ◽  
Author(s):  
Jieling Chen ◽  
Cho Lee Wong ◽  
Bernard Man Hin Law ◽  
Winnie Kwok Wei So ◽  
Doris Yin Ping Leung ◽  
...  
Keyword(s):  
South Asian ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Intervention Mapping ◽  
Intervention Development ◽  
Educational Interventions ◽  
Construction Workers ◽  
Post Intervention ◽  
Cohen’S D ◽  
Cohen's D

Summary Pneumoconiosis is a common occupational lung disease among construction workers. Educational interventions targeting specific ethnic groups of construction workers are of benefit for pneumoconiosis prevention. The aim of this study was to develop a multimedia educational intervention for pneumoconiosis prevention for South Asian construction workers, and to evaluate its feasibility, acceptability and effectiveness in increasing knowledge of pneumoconiosis, modifying beliefs about pneumoconiosis, and enhancing intention to implement measures for its prevention among the workers. This evaluation was performed using the Reach-Effectiveness-Adoption-Implementation-Maintenance framework. A one-group design was adopted and intervention mapping was used to guide the process of intervention development, while the Health Belief Model guided the development of intervention content. The intervention was delivered at construction sites, ethnic minority associations and South Asian community centres. Data were collected via surveys completed at pre-intervention, post-intervention and 3 months after the intervention. A total of 1002 South Asian construction workers participated in the intervention. The participants reported a moderate-to-large increase in knowledge, perceived susceptibility, perceived severity, perceived benefits, cues to action and self-efficacy (Cohen’s d: 0.37–0.89), a small reduction in perceived barriers (Cohen’s d = 0.12) and a moderate improvement in attitudes and intention to practice (Cohen’s d: 0.45, 0.51) at post-intervention. A follow-up survey of 121 participants found that the implementation of preventive measures appeared to increase. Overall, the findings demonstrate that the implementation of a culturally adapted multimedia educational intervention could be an effective approach to improving knowledge, self-efficacy and intention regarding pneumoconiosis prevention among South Asian construction workers.

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