An online growth mindset intervention in a sample of rural adolescent girls

Burnette, Jeni L.; Russell, Michelle V.; Hoyt, Crystal L.; Orvidas, Kasey; Widman, Laura

doi:10.1111/bjep.12192

Cited by 98 publications

(65 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…e training supported the belief that abilities are malleable. is result is in line with former studies (e.g., [2,23,28]) and demonstrates once again that mindsets can be trained. In contrast to studies in which effects disappeared after a while (e.g., [4,29,30], we found the positive effect on growth mindsets to last.…”

Section: Training Effects On Beliefs and Motivationsupporting

confidence: 92%

“…For example, a training that focused on neuroscientific content supported growth mindsets, but had no impact on motivation or achievement [27]. Similarly, an online training had a stable positive effect on growth mindsets among adolescent girls, but the expected effects on motivation and academic outcomes were absent [28]. Another constraint of previous studies is that some revealed short-term, but no long-term effects.…”

Section: Introductionmentioning

confidence: 98%

“…All studies mentioned above have in common that the intervention was somewhat isolated from regular lessons. In most of the studies, the students worked with an online program that delivered the mindset training [5,28,29]. Such programs have received a lot of attention, as they are easy to implement, standardized, and scalable.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training

Zeeb

Ostertag²,

Renkl

2020

Education Research International

View full text Add to dashboard Cite

A mindset training aims to strengthen the belief that abilities are malleable (growth mindset), which has proven to be beneficial for learning. Teachers can support the effects of such a training by establishing a classroom culture in line with the growth mindset idea. Yet, previous training programs have mostly been detached from regular lessons. In this study, a physics teacher implemented a mindset training that consisted of explicit training sessions and implicit training phases. In these implicit phases, the teacher enriched ordinary lessons with growth mindset feedback. We investigated the overall effect of this lesson-integrated training on students’ beliefs and motivation. Students from two seventh-grade courses participated in the quasi-experimental study (N = 59). One course received the mindset training; the other course served as control. We measured growth mindsets about physics abilities, self-beliefs, and motivation before and after the training and six months later. The results indicate that there was a positive and stable training effect on growth mindsets, but no effect on self-beliefs. Regarding motivation, the training buffered the demotivation that occurred without training. We conclude that a mindset training is important when introducing a new and difficult school subject. Furthermore, we consider teachers’ involvement as a promising approach to optimize mindset interventions and to encourage a sustained change of instructional practices.

show abstract

Section: Training Effects On Beliefs and Motivationsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 98%

See 1 more Smart Citation

Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training

Zeeb

Ostertag²,

Renkl

2020

Education Research International

View full text Add to dashboard Cite

show abstract

“…Commonly-used individual-centered interventions range from workshops and online programs, to educational resources for teachers and parents (Bettinger et al, 2018;Burgoyne et al, 2018;Burnette et al, 2018;Cheng et al, 2017;Seaton, 2018;Singer-Freeman and Bastone, 2017). Unlike these individualcentered interventions, small group activities such as policy debate reorient participants toward assuming individual responsibility for common goal in the context of active collaboration and shared decision-making (Postmes et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

Kalesnikava¹,

Ekey²,

Ko³

et al. 2019

Educ. Res. Rev.

View full text Add to dashboard Cite

Non-cognitive skills (NCS) contribute to variation in how students respond to challenges inside the classroom and beyond. Competitive policy debate is a co-curricular activity that both encourages cooperative learning and is hypothesized to promote NCS. The goal of this pilot was to examine the relationship between debate participation and change in four NCS among high school students over the course of an academic year. Two surveys (Fall and Spring) were administered during the 2017/18 academic year to students who participated in the Chicago Debate League (n=102). Surveys assessed demographic factors, characteristics of debate participation, and four indicators of NCS each measured using established scales: Growth mindset, grit, mood, and civic engagement. Paired t-tests were used to quantify change in NCS over time. Linear regression was used to assess the relationship between characteristics of debate participation and change in NCS. In the Fall, median length of debate participation was 6.2 months. Average age was 16, most (82%) participants were non-White and 52% were female. Over the academic year, growth mindset increased (Δ=0.29 (95% Confidence Interval (CI): 0.10, 0.48) while grit declined (Δ= -0.17, 95% CI: -0.34, -0.01). Civic engagement and mood were unchanged. Duration of participation was associated with increased change in grit (β=0.04, p≤0.01), but was unrelated to the other NCS. Motivation for joining debate did not explain variation in any NCS. Debate participation is associated with improvement in some NCS. Findings have implications for scalable interventions to promote NCS in the context of cooperative learning.

show abstract

“…Growth mindset concerns the belief that an individual's basic attributes are malleable and can be cultivated through endeavors (Dweck et al, 1995;Dweck, 2015). Recently, a burgeoning body of research has demonstrated that high levels of growth mindset are positively related to optimal functions across the psychological, social, and academic domains, such as psychological well-being (Zeng et al, 2016), less mental health difficulties (Schleider et al, 2015;Schleider and Weisz, 2018;Wang et al, 2019), prosocial tendency (Han et al, 2018), self-regulation (Burnette et al, 2013;Lan et al, 2019a), learning motivation (Burnette et al, 2018), and academic achievement (Yeager et al, 2016;Wang et al, 2020). Given the salience role of growth mindset in life courses, the knowledge about the contextual and individual antecedents of growth mindset is still limited in existing research.…”

Section: Introductionmentioning

confidence: 99%

A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence

Chun-hua

Lan

2020

Front. Psychol.

View full text Add to dashboard Cite

Although prior research has extensively documented the correlates of growth mindset, little is known about its antecedents in undergraduate students. Guided by the self-determination theory, the current study investigated the association of perceived autonomy support (i.e., parental autonomy support and teacher autonomy support) with growth mindset and assessed whether sense of coherence mediated this association. A total of 1,030 Chinese undergraduate students (62.4% females; M age = 20.44, SD = 1.52) aged from 18 to 25 years were involved in this study; they were asked to fill out a set of selfreported questionnaires. Results of the structural equation modeling showed that sense of coherence fully mediated the association between parental autonomy support and growth mindset and between teacher autonomy support and growth mindset. More precisely, parental autonomy support and teacher autonomy support were each positively associated with sense of coherence, which in turn was positively related to growth mindset. The current findings further confirm the beneficial effect of autonomy support on individuals' adaptive skills in a collective cultural context, suggesting that autonomy-supportive parents and teachers can contribute to undergraduate students' growth mindset through the role of sense of coherence.

show abstract

An online growth mindset intervention in a sample of rural adolescent girls

Abstract: Results indicate that this intervention is a promising method to encourage growth mindsets in rural adolescent girls.

Cited by 98 publications

References 37 publications

Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training

Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training

Grit, growth mindset and participation in competitive policy debate: Evidence from the Chicago Debate League

A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence

Contact Info

Product

Resources

About