Testing Basic Assumptions Reveals When (Not) to Expect Mindset and Belonging Interventions to Succeed

McPartlan, Peter; Solanki, Sabrina; Xu, Di; Sato, Brian K.

doi:10.1177/2332858420966994

Cited by 9 publications

(8 citation statements)

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“…Aforementioned, intervention researchers are moving towards understanding heterogeneity in treatment effects (McPartlan et al, 2020 ; Walton & Yeager, 2020 ; Yeager et al, 2019 ; Yeager & Dweck, 2020 ). Our study found support for the notion that positive affective engagement with the saying-is-believing exercise may be an important first step toward engagement with the intervention.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, they have been found to change various important outcomes, such as increased grade point average (Yeager et al, 2014 ), greater career satisfaction and psychological well-being (Brady et al, 2020 ), as well as more engagement in academic-related activities (Walton & Cohen, 2007 ). However, less is known about for whom the intervention is most effective, a topic that has received much attention as debates over wise interventions have sought to move from replicability (“does it work?”) to generalizability (“for whom does it work and why?”) (McPartlan et al, 2020 ; Tipton, 2019 ; Walton & Yeager, 2020 ; Yeager et al, 2019 ; Yeager & Dweck, 2020 ). This has required explaining heterogeneity in treatment effects.…”

Section: Introductionmentioning

confidence: 99%

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Components of engagement in saying-is-believing exercises

et al. 2022

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The saying-is-believing effect is an important step for changing students’ attitudes and beliefs in a wise intervention. However, most studies have not closely examined the process of the saying-is-believing effect when individuals are engaged in the activity. Using a qualitative approach, the present study uses an engagement framework to investigate (a) components of engagement in the saying-is-believing effect; and (b) how differently students may engage in a saying-is-believing exercise. Semi-structured interviews were conducted with 14 undergraduates in a scholarship program for low-income transfer students from community college. Analysis using inductive and deductive approaches found that students varied on the extent to which they experienced the effectiveness of the saying-is-believing effect through affective, cognitive, and behavioral experiences. The study offers examples of how people can indeed differ in the extent to which they experience the saying-is-believing effect, and the implications for designing more effective interventions. Specifically, students’ positive affective experiences from seeing the larger goal of creating videos may be important components for the saying-is-believing effect to work. Behavioral experiences, such as learning soft skills, academic skills learned indirectly from the intervention, and academic skills learned directly from the intervention were accompanied by both positive affective and cognitive experiences. Findings show the importance of students’ differential engagement in saying-is-believing exercises both for building more effective wise interventions and interpreting heterogeneity in intervention effectiveness.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Components of engagement in saying-is-believing exercises

et al. 2022

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“…Students exhibit lesser of a growth mentality sentiment and elevated sense of belonging compared to their peers. The reasoning behind being effective mindset interventions which comprised of a belongingness among social circles which were successful despite being at peril population (McPartlan, P. 2020) [64]. These studies and the reviews above indicate that several studies have considered varied issues relevant to the present children's and youths' mindset.…”

Section: Current Status and New Related Issuesmentioning

confidence: 99%

Grit and Self-Efficacy on Growth Mindset- A Review Based Analysis

Buvana¹,

Talwar

2023

IJMTS

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Purpose: Grit signifies a student's competence that endures after stumbling academic blocks. The trait Grit is closely identified with mindset. Students who believe that their shortcomings result from their fixed mental models, find no use nor reason to attempt again. Individuals with such rigid attitudes are believed to have a fixed mindset. On the contrary, students with a growth mindset are more likely to be resilient and have more grit. On the contrary, individuals who are mentally tough and strong are likely to be considered to have a growth mindset. According to previous research, grit is a question of nature and nurture. People need to build a growth attitude in order to become grittier. Design/Methodology/Approach: More than 100 research papers, articles, and journals were reviewed systematically to identify gaps, identify conflicts in previous studies, and for the purpose of foundation of knowledge on current topic. A systematic review of literature uses a meticulous and transparent methodology for research synthesis, with the aim of evaluating and, where feasible, diminishing bias in the findings. This review is based on careful and systematic scrutinization of the above-mentioned keywords and their combinations thereof. Electronic databases like Google Scholar, Research gate, Academia, Srinivas Publication and Mendeley/Elsevier with open access journals were perused. Results/ Findings: The relevant reviews indicate that people with a higher level of a growth mindset exhibit an equally high level of self-efficacy than pupils who had a more rigid perspective. Several literatures suggest that grit is associated with improved participation and better performance in a school environment. Students with a fixed mindset have a strong notion that their innate intelligence is limited preventing them from reaching their desired goals. This results in a hopeless ‘giving up’ attitude with a deep-rooted fear of failure. Whereas a growth mindset person marches forward with confidence. Their thoughts and beliefs are controlled by them. They understand that every person is brilliant in their own way which can be built, changed, and developed over time with the necessary components of will and effort. Few studies highlight different intervention models to improve fixed mindset of students. Few other studies suggest that practitioners could find a difference in the increase of grit with effective and committed goal settings which eventually would lead to an increased level of mindset in the right direction. Originality/Value: This study is a prequel for the original study on grit, self-efficacy, and mindset modification for the professional success of Industrial Training Institute Students. This intervention-based study has been recommended by few previous studies. In all originality, the experimental study would largely impact the young adults, their cognition and non-cognitive behavior with a developed growth mindset. Type of Paper: Systematic Literature Review-Based Analysis.

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“…Eight studies examined the effects of growth mindset interventions on first-year undergraduate students enrolled in introductory courses (Frey et al, 2018;Samuel and Warner, 2019;Hacisalihoglu et al, 2020;McCabe et al, 2020;McPartlan et al, 2020;Saraff et al, 2020;Goldstein et al, 2021;Parada and Verlhiac, 2021). One study used graduate student sample (Cheng et al, 2021).…”

Section: Study Participantsmentioning

confidence: 99%

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

Stager

2022

Front. Psychol.

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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.

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Testing Basic Assumptions Reveals When (Not) to Expect Mindset and Belonging Interventions to Succeed

Cited by 9 publications

References 40 publications

Components of engagement in saying-is-believing exercises

Components of engagement in saying-is-believing exercises

Grit and Self-Efficacy on Growth Mindset- A Review Based Analysis

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

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