Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals

DeBacker, Teresa K.; Heddy, Benjamin C.; Kershen, Julianna Lopez; Crowson, H. Michael; Looney, Kristyna; Goldman, Jacqueline

doi:10.1080/01443410.2018.1426833

Cited by 78 publications

(35 citation statements)

References 60 publications

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“…These results seem to reveal an incongruence between being incremental theorists and adopting performance goals among this group of students. Similar incongruences have been reported in the research literature on the relationship between implicit theories of ability and achievement goals (Debacker et al, 2018; Ommundsen, 2001).…”

Section: Discussionsupporting

confidence: 84%

Students’ ability beliefs about running in physical education: Qualitative findings from longitudinal data

Xiang

Liu

et al. 2020

European Physical Education Review

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Students’ ability beliefs about running activities in physical education/athletics classes were investigated longitudinally from the perspectives of Nicholls’ conceptions of ability and Dweck’s implicit theories of ability. The data for this study were provided by 44 students (20 boys; 24 girls) who participated in a larger longitudinal project on students’ running motivation in schools. They were individually interviewed from fourth to eighth grade. All interviews were tape-recorded and transcribed verbatim for inductive analysis, revealing the criteria that students used to assess their own ability in running and reasons why they believed they could improve their ability in running. Frequencies and percentages were computed to determine changes in students’ ability assessment criteria over time. Results showed that students used ability, effort, task mastery, intra-individual comparisons, and social comparisons as criteria to assess their own ability in running as they progressed from the fourth to eighth grade. However, they increasingly used social comparison in assessment as they became older. Most students believed they could improve their ability in running, suggesting that they were incremental theorists. Ability/maturation, effort, experiences, and influences from significant others were cited as contributors to their beliefs about improving running ability. This study took the first step to provide longitudinal qualitative data on students’ ability beliefs about running in physical education/athletics classes. Findings of the study revealed students became more concerned with social comparisons in their ability assessments over time and held a belief that they could improve their own running ability. The implications of these findings for physical education teachers are discussed.

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Section: Discussionsupporting

confidence: 84%

Students’ ability beliefs about running in physical education: Qualitative findings from longitudinal data

Xiang

Liu

et al. 2020

European Physical Education Review

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“…The question still remains as to whether students should be vetted for grittiness, self-discipline, and perhaps even mindset before enrolling in online programs or courses, and/or whether grit and growth mindset can, and should, be taught as a skill set prior to students undertaking an online course of study? There have been studies that have found that mindset interventions are successful at increasing the academic performance of students [27,28] and that these types of interventions are inexpensive and efficient [12]. Unfortunately, there is little available research specific to mindset interventions and their success with students enrolled in online higher education.…”

Section: Discussionmentioning

confidence: 99%

Grit in Online Education

Buzzetto-Hollywood

Quinn

Wang

et al. 2019

JESBS

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Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

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“…Studies have found that mindset interventions are successful at increasing the grit, self-efficacy, and academic performance of students (Claro et al, 2016;DeBacker et al, 2016;Dweck, 2018). In particular, the literature posits that building the growth mindset of students who come from underserved areas is extremely important to add to the overall growth and production of a student (Claro et al, 2016).…”

Section: Mindset Interventionsmentioning

confidence: 99%

“…The goal of any mindset intervention is to improve a student's frame of mind and therefore increase learning, and the evidence indicating efficacy of mindset interventions is strong (Dweck, 2018;Pasarelli, 2014). Studies have found that mindset interventions are successful at increasing the grit (persistence and resilience to achieve goals) and academic performance of students (DeBacker et al, 2016;Dweck, 2018) and that they are also particularly effective with students from traditionally underserved groups (Claro, Paunesku, & Dweck, 2016). Accordingly, there is a small, but growing, number of minority serving institutions that are exploring the incorporation of mindset interventions as part of the total student experience.…”

Section: Introductionmentioning

confidence: 99%

Introducing a Mindset Intervention to Improve Student Success

Buzzetto-Hollywood

Mitchell

Hill

2019

IJELL

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Aim/Purpose: The purpose of this paper is to introduce, describe, and document the methods involved in the preparation of a mindset intervention built into a freshmen development course, and established after years of longitudinal research, that is designed to have a positive impact on the outlook, achievement, and persistence of first generation and under-prepared students. Background: A number of studies conducted in the past fifteen years have concluded that grit, the persistence and perseverance to achieve goals, and growth mindset, the belief that skills and intelligence can be developed, are positive predictors of achievement; however, little focus has been placed on the implications at institutions purposed to educate minorities, first generation college students, and learners from diminished socio-economic backgrounds. Methodology: A series of models were created, custom self-assessment scales designed, and a lesson plan prepared purposed to deliver a mindset intervention to edify students about and change perceptions of grit, locus of control/self-efficacy, growth mindset, and goal setting. The mindset intervention, as presented in this paper, was delivered as part of a pilot implementation to students enrolled in a freshmen professional development course at a Mid-Atlantic HBCU in the Fall of 2019. Contribution: This qualitative paper documents an ongoing initiative while providing a workable template for the design and delivery of a mindset intervention that is believed will be highly effective with first generation and socio-economically disadvantaged learners. It represents the third paper in a five paper series. Findings: Prior research conducted by the authors shed light on the need to explore non-cognitive factors that may affect student performance such as grit, mindset, engagement, self-efficacy, and goal setting. The authors postulate that a carefully crafted mindset intervention delivered to freshmen students from traditionally underserved populations attending a minority serving institution in the mid-atlantic region of the United States will yield positive outcomes in terms of student success. Recommendations for Practitioners: As part of a commitment to positive student outcomes, faculty and administrators in higher education must be constantly exploring factors that may, or may not, impact student success. Recommendation for Researchers: Research is needed that explores elements that may help to contribute to the success of under prepared college students, in particular those who are from low income, first generation, and minority groups Impact on Society: Since, mindset interventions have been shown to be particularly effective with underserved students, it stands to reason that they should be adopted widely, and be effective at delivering positive outcomes, at HBCUs Future Research: The authors have introduced the mindset intervention with freshmen business students enrolled in a required professional development course. Results of the self-assessments and reflection questions are being collected and coded. Additionally, students are being administered a survey designed to measure the perceived efficacy of the initiative.

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Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals

Cited by 78 publications

References 60 publications

Students’ ability beliefs about running in physical education: Qualitative findings from longitudinal data

Students’ ability beliefs about running in physical education: Qualitative findings from longitudinal data

Grit in Online Education

Introducing a Mindset Intervention to Improve Student Success

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