Mindset in Context: Developing New Methodologies to Study Mindset in Interview Data

Little, Angela; Sawtelle, Vashti; Humphrey, Bridget

doi:10.1119/perc.2016.pr.046

Cited by 5 publications

(6 citation statements)

References 13 publications

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“…23 Individuals can hold various levels of each of these beliefs simultaneously, and these levels can change with context and over time. 13,18,24 A student reporting a high incremental theory of intelligence and low entity theory using traditional mindset measures is generally labeled as a student with a growth mindset. 22 Conversely, a low incremental theory and high entity theory respondent is considered to have a fixed mindset.…”

Section: ■ Theoretical Frameworkmentioning

confidence: 99%

“…Implicit theories of intelligence are the beliefs individuals hold about the ability to improve one’s intelligence (incremental theory) and its relative stability (entity theory) and are commonly referred to as mindset . Individuals can hold various levels of each of these beliefs simultaneously, and these levels can change with context and over time. ,, A student reporting a high incremental theory of intelligence and low entity theory using traditional mindset measures is generally labeled as a student with a growth mindset . Conversely, a low incremental theory and high entity theory respondent is considered to have a fixed mindset.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…7−11 The concept of growth mindset is particularly relevant in challenging contexts, such as difficult college science courses, as an explanatory factor for persistent behaviors and ultimately success in science majors. 11,12 Mindset is described as a context-dependent belief system that can be influenced by a variety of factors, 13 including perceived instructor mindset and cultural STEM stereotypes about who can achieve in these domains. 14,15 Cultural beliefs perpetuated about STEM fields, and specifically chemistry, may influence students 16 to believe that these subjects are suited to those with "natural" science and mathematical abilities 17,18 and as such they evaluate their own abilities relative to their observations of others.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Mindset is described as a context-dependent belief system that can be influenced by a variety of factors, including perceived instructor mindset and cultural STEM stereotypes about who can achieve in these domains. , Cultural beliefs perpetuated about STEM fields, and specifically chemistry, may influence students to believe that these subjects are suited to those with “natural” science and mathematical abilities , and as such they evaluate their own abilities relative to their observations of others. One’s beliefs about their own ability to improve intelligence in chemistry may differ from that of biology or even general intelligence. − These beliefs may also be heavily influenced by experiences with challenge in chemistry classes and the interpretations held about the implications of challenge in chemistry …”

Section: Introductionmentioning

confidence: 99%

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Characterizing Mindset-Related Challenges in Undergraduate Chemistry Courses

Santos

Mooring

2022

J. Chem. Educ.

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Science, technology, engineering, and mathematics (STEM) courses are considered to be challenging for students and may present unique challenges for each domain. This study addresses a gap in the research literature by investigating the challenges students face in general and organic chemistry lecture courses. Students provided information regarding their perceptions of success or failure in the face of challenges. Survey responses were used to examine the types of challenges students commonly face in chemistry. Frequencies of challenge types were compared across groups of students who perceived themselves as either having overcome their challenge or not. A significant difference in performance was observed for these two groups across the semester. One specific challenge, chemistry ability, was identified as relevant to mindset theory, was more prevalent among students who did not overcome their challenges, and showed decreased performance relative to other challenges. Students experience a wide range of challenges in chemistry courses, and these interact with their mindset and impact their performance. Modifications to instruction can address many of these challenges and encourage persistence toward success.

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Section: ■ Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: ■ Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Characterizing Mindset-Related Challenges in Undergraduate Chemistry Courses

Santos

Mooring

2022

J. Chem. Educ.

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“…Two recent studies suggest that coding schemes that allow for seeing variation in mindset-related dialogue hold promise. In prior work (Little at al., 2016), we built a more general mindset-related coding scheme to qualitatively examine student interview dialogue across the topics of family stories, K-12 experiences, and college physics. We showed preliminary evidence of variation in mindset-related talk across intelligence beliefs and learning orientations.…”

Section: Context-dependent Beliefs In College Physics Researchmentioning

confidence: 99%

Exploring mindset’s applicability to students’ experiences with challenge in transformed college physics courses

Little

Humphrey

Green

et al. 2019

Phys. Rev. Phys. Educ. Res.

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The mindset literature is a longstanding area of psychological research focused on beliefs about intelligence, response to challenge, and goals for learning (Dweck, 2000). However, the mindset literature's applicability to the context of college physics has not been widely studied. In this paper we narrow our focus toward students' descriptions of their responses to challenge in college physics. We ask the research questions, "can we see responses to challenge in college physics that resemble that of the mindset literature?" and "how do students express evidence of challenge and to what extent is such evidence reflective of challenges found in the mindset literature?" To answer these questions, we developed a novel coding scheme for interview dialogue around college physics challenge and students' responses to it. In this paper we present the development process of our coding scheme. We find that it is possible to see student descriptions of challenge that resemble the mindset literature's characterizations. However, college physics challenges are frequently different than those studied in the mindset literature. We show that, in the landscape of college physics challenges, mindset beliefs cannot always be considered to be the dominant factor in how students respond to challenge. Broadly, our coding scheme helps the field move beyond broad Likert-scale survey measures of students' mindset beliefs.

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Investigating How Chemistry Students’ Reported Challenges Inform the Relationship between Mindset and Academic Performance

Demirdöğen,

Lewis

2023

J. Chem. Educ.

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Mindset theory describes a context-dependent belief system on the degree that intelligence can change with effort. Students' chemistry mindsets may predict students' behavioral responses to challenges they experience within a chemistry course. This study was designed to investigate whether challenges mediate the relationship between chemistry mindset and academic performance. 745 first-semester general chemistry students participated in the study. The students were surveyed on their mindset at the beginning and challenges they experienced through the end of the semester. Factor analyses were performed to characterize commonalities in students' perception of challenges, and structural equation modeling was used to examine whether challenges mediate the relationship between chemistry mindset and academic performance. To gain more insight, students reporting fixed and growth mindsets were compared regarding challenges and how challenges relate to their final grades. Analysis of data revealed that challenges can be perceived in concert with others, which resulted in three fundamental challenges: individual challenges, teaching-related challenges, and chemistry-related challenges. Chemistry-related challenges mediated the relationship between mindset and academic performance. Further, students reporting a growth mindset and earning a grade of C+ or lower rated the three fundamental challenges as relatively high. These challenges may explain why some students who report a growth mindset can earn a low grade. Among students reporting a fixed mindset earning a grade of C+ or lower, only chemistry-related challenges were rated highly. Understanding the nature of challenges and their role in success provides potential opportunities to modify instruction to support all students' success in chemistry.

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Mindset in Context: Developing New Methodologies to Study Mindset in Interview Data

Cited by 5 publications

References 13 publications

Characterizing Mindset-Related Challenges in Undergraduate Chemistry Courses

Characterizing Mindset-Related Challenges in Undergraduate Chemistry Courses

Exploring mindset’s applicability to students’ experiences with challenge in transformed college physics courses

Investigating How Chemistry Students’ Reported Challenges Inform the Relationship between Mindset and Academic Performance

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