Growth mindset and motivation: a study into secondary school science learning

Bedford, Susannah

doi:10.1080/02671522.2017.1318809

Cited by 37 publications

(39 citation statements)

References 42 publications

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“…Students with attentional resources are able to remember their mistakes and able to make sense of their mistakes, thus correcting themselves during the learning process. Students do not like to take risks that show their weaknesses, such as making mistakes [ 35 ]. However, with growth mindset endorsement, students are not afraid to make mistakes, as they have the ability to learn with post-error accuracy.…”

Section: Neural Correlates Of Growth Mindset and Intrinsic Motivatmentioning

confidence: 99%

The Neuroscience of Growth Mindset and Intrinsic Motivation

2018

Brain Sciences

151

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Our actions can be triggered by intentions, incentives or intrinsic values. Recent neuroscientific research has yielded some results about the growth mindset and intrinsic motivation. With the advances in neuroscience and motivational studies, there is a global need to utilize this information to inform educational practice and research. Yet, little is known about the neuroscientific interplay between growth mindset and intrinsic motivation. This paper attempts to draw on the theories of growth mindset and intrinsic motivation, together with contemporary ideas in neuroscience, outline the potential for neuroscientific research in education. It aims to shed light on the relationship between growth mindset and intrinsic motivation in terms of supporting a growth mindset to facilitate intrinsic motivation through neural responses. Recent empirical research from the educational neuroscience perspective that provides insights into the interplay between growth mindset and intrinsic motivation will also be discussed.

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Section: Neural Correlates Of Growth Mindset and Intrinsic Motivatmentioning

confidence: 99%

The Neuroscience of Growth Mindset and Intrinsic Motivation

2018

Brain Sciences

151

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“…Prior studies of NCS among high school students have also reported mixed findings for change in grit and growth mindset over the course of an academic year (Donohoe et al, 2012). Other reports suggest that the relationship between mindset and grit is bi-directional (Ng and Ng, 2018) and mutually reinforcing (Bedford, 2017). In contrast to our expectations, students reporting intrinsically-motivated reasons for joining debate did not significantly differ, either initially or over time, in grit or growth mindset as compared to the students with more extrinsic reasons.…”

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.

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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.

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“…Os estudos sobre o Mindset concentram-se principalmente na área acadêmica (WHEELER; OMAIR, 2016), em que o Mindset de crescimento mostrou uma relação positiva com o engajamento escolar (ZENG et al, 2016), desempenho acadêmico (BEDFORT, 2017;CLARO et al, 2016), criatividade (TANG et al, 2016;HUANG;LUTHANS, 2015); apesar de ser estudado também na Psicologia, que o analisa em conjunto com estressores, como ansiedade e sintomas de depressão (SCHRODER et al, 2017), aumento da resiliência (YEAGER et al, 2014;ZENG et al, 2016), bem como em testes para verificar a persistência de uma pessoa em determinada dieta ou rotina de exercícios físicos (BURNETTE; FINKEL, 2012).…”

Section: R C Aunclassified

“…Dentro do campo da Administração, o estudo ainda se encontra em estado incipiente, concentrando-se dentro do campo do comportamento do consumidor, ao estudar a reação de detentores do Mindset de crescimento frente a eventos negativos de uma determinada marca (PUENTE-DIAZ; CA-VAZOS-ARROYO, 2018; YIN et al, 2016), aceitação de extensões da marca (MATHUR et al, 2012), aceitação de consumidores frente a modelos plus-size (CINELLI;YANG, 2016;BERUCHASHVILI et al, 2014) ou para estudar o comportamento de busca de marcas pelo Instagram (SONG et al, 2019). Existem trabalhos também no campo da liderança, com estudos verificando a relação entre liderança transformacional, Mindset de crescimento, engajamento e proatividade (CANIELS et al, 2018); e dentro do campo da estratégia, analisando a relação do Mindset e da cidadania organizacional (OZDURAN; TANOVA, 2017) e recepção a feedbacks (ZINGONI; BYRON, 2017).…”

Section: R C Aunclassified

Mindset, dificuldades em se empreender e o Potencial Empreendedor: uma abordagem confirmatória com estudantes graduandos em administração

Ferreira¹,

Bandeira

Gonçalves³

2020

R. Ci. Adm.

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O Mindset de crescimento é uma atitude voltada para o desenvolvimento contínuo, que pode ser potencializada em indivíduos buscando um maior desempenho, engajamento e qualidade de vida. O conceito vêm sendo aplicado relacionado à variáveis que remetem à academia, como desempenho acadêmico e criatividade, mas é necessário relacioná-lo à variáveis organizacionais. Esse trabalho buscou analisar a relação entre o Mindset de crescimento, o Mindset fixo, o Potencial Empreendedor e as Dificuldades para se empreender percebidas por estudantes de Administração em Belo Horizonte/MG. A pesquisa adotou uma abordagem quantitativa transversal, apresentando os resultados por meio de uma análise fatorial confirmatória e com dados coletados via survey. Como resultado, dentre as variáveis, somente o Mindset de crescimento apresentou uma relação positiva com o Potencial Empreendedor. Para futuras pesquisas, sugere-se a aplicação da metodologia em amostras maiores, em diferentes contextos culturais e organizacionais, visando uma generalização dos resultados.

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Growth mindset and motivation: a study into secondary school science learning

Cited by 37 publications

References 42 publications

The Neuroscience of Growth Mindset and Intrinsic Motivation

The Neuroscience of Growth Mindset and Intrinsic Motivation

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

Mindset, dificuldades em se empreender e o Potencial Empreendedor: uma abordagem confirmatória com estudantes graduandos em administração

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