Evaluation of the Use of Growth Mindset in the CS Classroom

Kwak, Daehan; Morreale, Patricia; Hug, Sarah; Kumar, Y.; Chu, Jean; Huang, Ching-Yu; Li, J. Jenny; Wang, Paoline

doi:10.1145/3478431.3499365

Cited by 10 publications

(4 citation statements)

References 18 publications

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“…Hispanic students have been shown to display a greater growth mindset than non-Hispanic white students and non-Hispanic students with higher socioeconomic status were more likely to endorse a fixed mindset (Hwang et al, 2019). In accordance with our results, an intervention aiming at increasing growth mindset over a semester, even though it benefited both Hispanic and non-Hispanic students, the study did show that Hispanic students gained relatively a stronger growth mindset as the result of the intervention (Kwak et al, 2022).…”

Section: Discussionsupporting

confidence: 89%

Demographics That Benefit the most from a Growth Mindset of Intelligence Intervention

Betanzos,

Barrett,

Fox

2024

Preprint

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Implicit theories pertain to one's beliefs about personal traits. According to the implicit theories of intelligence, a fixed mindset perceives intelligence as stagnant, whereas a growth mindset perceives intelligence as malleable and subject to growth. Interventions aimed at promoting a growth mindset have been successful in multiple realms among students of all ages, backgrounds, and demographics of interest. We investigated the effect of a growth mindset of intelligence intervention on implicit theories of intelligence, verbal language skills, perceived academic stress, grit, and term grade point average. We also measured various demographics to assess which ones benefit the most from such a treatment. The growth mindset intervention spanned over seven 30-minute sessions that took place in person over the span of four weeks. The control group received equivalent training on the various theories of intelligence. The data showed that the intervention was successful and was associated with an increase in implicit theories of intelligence specifically in the experimental group with a large effect size (d = 1.80, 95% CI [1.16, 2.42], (F(1,53) = 42.8, p = .0001). Certain demographic groups, such as athletes, first-generation students, traditional non-transfer intent students, non-Hispanics, students who play a musical instrument, and students with mental illness benefited the most from the intervention. Furthermore, the intervention increased perceived academic stress in students with mental illness, decreased academic stress in first-generation students, and increased grit in athletes. Understanding which student population is more receptive to such interventions is crucial to future efforts in tailoring growth mindset interventions on college campuses.

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Section: Discussionsupporting

confidence: 89%

Demographics That Benefit the most from a Growth Mindset of Intelligence Intervention

Betanzos,

Barrett,

Fox

2024

Preprint

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“…As previously discussed, most research studies on growth mindsets in computing take top-down, didactic approaches that may result in false growth mindsets-that is, simply telling students about growth mindsets without providing them with strategies and opportunities for practice (Dweck & Yeager, 2019). While explicit instruction and reflection on growth mindset can certainly help students (Burnette et al, 2020;Kwak et al, 2022), we suggest that this design-focused, practice-first approach may be particularly well suited to computing education. Learning environments such as DbD may help promote growth mindset in practice in observable and concrete ways, giving students the opportunity to encounter or design for failure in order to develop resilience and take ownership of their own learning.…”

Section: Debugging and Growth Mindsets In Computing Educationmentioning

confidence: 78%

“…In computing education, growth mindsets have gained relevance in research on motivational and emotional factors contributing to debugging (Kwak et al, 2022). For instance, Murphy and Thomas (2008) argued that in computing, while students with growth mindsets perceive bugs as opportunities for learning, those with fixed mindsets become frustrated with failure and see it as a challenge to their intelligence.…”

Section: Growth Mindsets In Computing Educationmentioning

confidence: 99%

“…The existing, but limited, research on growth mindset in computing education has yielded some promising results that suggest that mindset interventions increase interest, particularly among novices (Burnette et al, 2019). However, most studies have been conducted at an undergraduate level (Flannigan et al, 2022;Kwak et al, 2022;Apiola & Sutinen, 2020;Burnette et al, 2020;Quille & Bergin, 2020;Woods, 2020;Gorson & O'Rourke, 2019;Stout & Blaney, 2017;Nolan & Bergin, 2016;Scott & Ghinea, 2013) or with adults (Rangel et al, 2020), with little attention given to younger middle and high school students (Loksa et al, 2016;Kench et al, 2016;Margolis et al, 2017). At the same time, the majority of these interventions use didactic techniques, such as delivering growth mindset information through videos, teacher lectures, and readings, occasionally followed by reflective writing and "saying is believing" exercises (Simon et al, 2008;Cutts et al, 2010;Rangel et al, 2020).…”

Section: Growth Mindsets In Computing Educationmentioning

confidence: 99%

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Is Computational Empowerment Promoted in the Hour of Code? Analyzing Opportunities for Conceptual, Creative, and Critical Engagement in the Design of Introductory Computing Activities

Morales-Navarro

Kafai

Gregory

2022

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research

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Background and Context: While debugging is recognized as an essential practice, for many students, encountering bugs can generate emotional responses such as fear and anxiety that can lead to disengagement and the avoidance of computer programming. Growth mindsets can support perseverance and learning in these situations, yet few studies have investigated how growth mindsets emerge in practice amongst K-12 computing students facing physical computing debugging challenges. Objective: We seek to understand what (if any) growth mindset practices high school students exhibited when creating and exchanging buggy physical computing projects for their peers to solve during a Debugging by Design activity as part of their introductory computing course. Method: We focused on moment-to-moment microgenetic analysis of student interactions in designing and solving bugs for others to examine the practices students exhibited that demonstrated the development of a growth mindset and the contexts in which these practices emerged. Findings: We identified five emergent growth mindset practices: choosing challenges that lead to more learning, persisting after setbacks, giving and valuing praise for effort, approaching learning as constant improvement, and developing comfort with failure. Students most often exhibited these practices in peer-to-peer interactions and while making buggy physical computing projects for their peers to solve. Implications: Our analysis contributes to a more holistic understanding of students' social, emotional, and motivational approaches to debugging physical computing projects through the characterization of growth mindset practices. The presented inventory of growth mindset practices may be helpful to further study growth mindset in action in other computing settings.

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Understanding growth mindset practices in an introductory physical computing classroom: high school students’ engagement with debugging by design activities

Morales-Navarro,

Fields,

Kafai

2024

Computer Science Education

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Evaluation of the Use of Growth Mindset in the CS Classroom

Cited by 10 publications

References 18 publications

Demographics That Benefit the most from a Growth Mindset of Intelligence Intervention

Demographics That Benefit the most from a Growth Mindset of Intelligence Intervention

Is Computational Empowerment Promoted in the Hour of Code? Analyzing Opportunities for Conceptual, Creative, and Critical Engagement in the Design of Introductory Computing Activities

Understanding growth mindset practices in an introductory physical computing classroom: high school students’ engagement with debugging by design activities

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