Changing misconceptions of abilities: The impact of a brief mindset refutation text intervention

Torsney, Benjamin M.; Korstange, Ryan; Symonds, Jennifer

doi:10.1002/pits.22592

Cited by 7 publications

(3 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another revision was reported in Torsney et al (2021). Refutation texts were used as part of the growth mindset intervention.…”

Section: Materials and Delivery Methodsmentioning

confidence: 99%

Rethinking the Multidimensionality of Growth Mindset Amid the COVID-19 Pandemic: A Systematic Review and Framework Proposal

Stager

2022

Front. Psychol.

View full text Add to dashboard Cite

Students, staff, and faculty in higher education are facing unprecedented challenges due to the COVID-19 pandemic. Recent data revealed that a good number of academic activities and opportunities were disrupted as a result of the COVID-19 pandemic and its variants. While much uncertainty remains for the next academic year, how higher education institutions and their students might improve responses to the rapidly changing situation matters. This systematic review and framework proposal aim to update previous empirical work and examine the current evidence for the effectiveness of growth mindset interventions in young adults. To this end, a systematic search identified 20 empirical studies involving 5, 805 young adults. These studies examined growth mindset within ecologically valid educational contexts and various content areas. Generally, these findings showed that brief messages of growth mindset can improve underrepresented students' academic performance and facilitate other relevant psychological constructs. In addition, we argue, although growth mindset has been identified as a unitary concept, it is comprised of multiple interdependent skills, such as self-control, self-efficacy, and self-esteem. Understanding the nature of growth mindset may contribute to successful mindset implementation. Therefore, this article presents a practical framework to help educators in higher education rethink the multidimensionality of growth mindset and to provide their students with alternative routes to achieve their goals. Finally, additional articles were discussed to help evaluate growth mindset interventions in higher education.

show abstract

“…Another revision was reported in Torsney et al (2021). Refutation texts were used as part of the growth mindset intervention.…”

Section: Materials and Delivery Methodsmentioning

confidence: 99%

Rethinking the Multidimensionality of Growth Mindset Amid the COVID-19 Pandemic: A Systematic Review and Framework Proposal

Stager

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…We asked students to indicate demographic information prior to the study to make it more salient (Williams et al, 2008). For the task, participants read about either active learning or mindsets and responded to follow-up questions (see Torsney et al, 2021 for specific information regarding the activities). These activity conditions were created for an adjacent study, not specifically for this study.…”

Section: Methodsmentioning

confidence: 99%

John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success

Torsney

Burke²,

Torsney³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

This study explored the integration of John Henryism—defined as effortful, active coping in response to environmental stress—into control-value theory. Specifically, we were interested in how this process differed among identity groups. We used measures of John Henryism (JHAC-12), control-value theory, and momentary engagement (Record of Experience) on a school-based task. Results demonstrated the following: identifying as a first-generation college student predicted John Henryism; value significantly predicted cognitive engagement and positive emotion; and perceived control lowered negative emotions. Identifying as a first-generation college student corresponded to higher levels of John Henryism and control. Identifying as female led to a decrease in positive emotions, but an increase in value. Similarly, identifying as a Black student was associated with a decrease in control, but also a decrease in negative emotions. Indirect effects showed that identifying as a first-generation college student led to an increase in John Henryism followed by (1) an increase in value, (2) an increase in perceived control, or (3) an increase in value with attendant positive emotions. Findings indicate that John Henryism integrates into control-value theory and contributes to momentary engagement on a school-based task.

show abstract

“…Research on process may help educators establish relationships between effectiveness and the variance of different population groups. An example is a study by Torsney et al (2021) which suggests that brief mindset refutation had a measurable impact on shifting college students from a fixed to a growth mindset. This study aligns with previously-mentioned research on grit, by acknowledging that growth mindset may be related to interventions that encourage student intent and strategic ability to overcome obstacles.…”

Section: Growth Mindset Relevance In Higher Educationmentioning

confidence: 99%

Educational Attainment Post-Pandemic: An Examination of Growth Mindset Language and Strategies in Graduate Students

Hanshaw¹,

Pheifer²,

Helm-Stevens³

2022

BMR

View full text Add to dashboard Cite

This paper examines growth mindset, an evidence-based strategy posited by Carol Dweck (2007), within the framework of a classroom at a private, faith-based university. In a post-pandemic time where many students and people have felt adverse effects on their ability to adapt, this research studies the impact of mindset language and strategies on a student’s internal locus of control. The specific question the researchers posited was, does growth mindset language and strategies within a graduate-level class affect a student’s internal locus of control?Participants in this study were Master of Business Management students taking an online employee development course at Azusa Pacific University. The online course was modified to use growth mindset language and strategies. Changes in language focused on effort, starting with the syllabus and project instructions and continuing throughout the course. For example, language used in the weekly overviews focused on effort and explaining why effort was important.Survey results indicated that the graduate students did not report an increase in their level of growth mindset or locus of control. This is hypothetically due to the high level of growth mindset and internal locus of control already felt by the participants. This moves the focus for graduate students from mindset to the environment they are learning in, including the level of psychological safety felt by the students in the classroom.

show abstract

Changing misconceptions of abilities: The impact of a brief mindset refutation text intervention

Cited by 7 publications

References 41 publications

Rethinking the Multidimensionality of Growth Mindset Amid the COVID-19 Pandemic: A Systematic Review and Framework Proposal

Rethinking the Multidimensionality of Growth Mindset Amid the COVID-19 Pandemic: A Systematic Review and Framework Proposal

John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success

Educational Attainment Post-Pandemic: An Examination of Growth Mindset Language and Strategies in Graduate Students

Contact Info

Product

Resources

About