A framework for using learning theories to inform ‘growth mindset’ activities

Campbell, Anita; Craig, Tracy S.; Collier-Reed, Brandon I.

doi:10.1080/0020739x.2018.1562118

Cited by 40 publications

(20 citation statements)

References 43 publications

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“…In addition, since fixed mindsets may be inadvertently encouraged regardless of teaching approaches (Campbell, Craig, and Collier-Reed 2020), the effectiveness of growth mindset interventions may be negated by contexts that send fixed mindset messages. The influence of the context in which an intervention is implemented may be a reason for the unexpected results reported in Sisk et al (2018) and in some of the studies in this review, such as [#10].…”

Section: Discussionmentioning

confidence: 99%

Developing growth mindsets in engineering students: a systematic literature review of interventions

Campbell

Direito

Mokhithi

2021

European Journal of Engineering Education

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Dropout from engineering studies has been linked to 'fixed mindset' beliefs of intelligence as fixed-at-birth that make students more likely to disengage when facing new challenges. In contrast, 'growth mindset' beliefs that intelligence can be improved with effort make students more likely to persist when confronting difficulties. This systematic literature review of engineering, education and psychology databases explores the effectiveness of different interventions in developing growth mindset in engineering students, what measures have been used in assessing the effectiveness of these interventions and who has benefited from these interventions, in terms of gender and year of study. We compare interventions by geographical location, intervention type, methodology for assessing mindsets, other topics studied, and effectiveness. The results show a variation in effectiveness among the fifteen included studies. The findings will be useful for educators who want to encourage growth mindset and thereby support the academic success of their students.

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Section: Discussionmentioning

confidence: 99%

Developing growth mindsets in engineering students: a systematic literature review of interventions

Campbell

Direito

Mokhithi

2021

European Journal of Engineering Education

Self Cite

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“…This term has had an increasing impact in the educational field, especially in recent years. It is defined as an interdisciplinary pedagogical application of the disciplines of Science, Technology, Engineering and Mathematics, through the integration of all curricular elements [13][14][15][16][17], being used at various educational stages, by integrating content in a practical way, from a holistic and meaningful approach, with the intention of being applied in a practical way in one's own society [18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

Lucena

Dúo-Terrón²,

Navas-Parejo

et al. 2020

Sustainability

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Technological progress is causing terms such as "STEM", an acronym for Science, Technology, Engineering and Mathematics, to burst into the educational arena, marking a new era in the application of innovative and motivating teaching and learning processes. The objective of this research is to analyze the trajectory and the transcendence of the "STEM" concept in the educational field, having as reference the reported literature of Web of Science. The methodology applied in this research is based on bibliometrics, analyzing both the performance and the structural and dynamic development of the concept through a co-word analysis. The total number of documents analyzed is 4390. The results show that the scientific community mainly uses English and research papers to present their results. From 2015 onwards, the main lines of research are beginning to be established, which focus on "women" and "science". It can be concluded that the term "STEM" in education is beginning to have a greater incidence and impact on the processes of teaching and learning, especially in the field of science, although there are currently discrepancies between men and women in its use.

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“…Another avenue of research focuses on students' attitudes towards mathematics and subsequent effects on performance. Campbell et al (2019) explore the potential impact of a growth mindset on STEM achievement and propose a framework showing activities, based on different learning theories, that may encourage growth mindsets or (unintentionally) encourage fixed mindsets and hence guide the development of growth mindset interventions. Growth mindset is known to predispose one towards learning goals and to boost mathematics achievement, while fixed mindset hampers student progress and achievement (Boaler, 2013;Dweck, 2008).…”

Section: Dispositions Towards Mathematics and Role Of Motivationmentioning

confidence: 99%

Is motivation the key? Factors impacting performance in first year service mathematics modules

et al. 2023

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Taught to non-mathematics undergraduates (business, science, engineering, and other technical programs), service mathematics is commonly associated with poor exam performance and low skill/knowledge attainment. The primary objective of the present study was to examine the range of factors thought to impact mathematics performance in higher education and establish which of the variables (i.e., motivation, mathematical background, growth mindset, preference for understanding, and time invested in independent learning) are of value in explaining the differences in students’ performance in service mathematics modules. A survey of first year business and engineering students who sat service mathematics modules was conducted. A multivariable proportional odds regression model was applied to detect and evaluate the association of each explanatory variable with mathematics performance. Motivation was found to be an important contributor to mathematics performance<i> </i>in first year service modules (p£0.05), second only to mathematical background (p<0.001). The work also investigated trends in motivation for studying mathematics across different student cohorts, where a significant difference in motivation was found between business and engineering students (p<0.001). The findings are discussed in terms of implications for learners and educators and should be of interest to fellow academics, those tasked with improving retention rates and policy makers.

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A framework for using learning theories to inform ‘growth mindset’ activities

Cited by 40 publications

References 43 publications

Developing growth mindsets in engineering students: a systematic literature review of interventions

Developing growth mindsets in engineering students: a systematic literature review of interventions

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

Is motivation the key? Factors impacting performance in first year service mathematics modules

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