An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms

Abstract

College students' perceptions of their instructors' mindset beliefs predict their motivation, engagement, and performance in those instructors' classes; however, little is known about how instructor behavior informs these perceptions. The purpose of the present paper is to illuminate behavioral themes that signal to undergraduate students their STEM instructors' mindset beliefs. Using focus groups in Study 1 (N = 40), and quantitative survey analyses in Study 2 (N = 765), we identify four categories of teaching behaviors that are associated with college students' perceptions of their STEM instructors' growth mindset beliefs: instructors’ explicit messages about progress and success; opportunities for practice and feedback; responses to poor performance; and the value placed on student learning and development. Theoretical implications regarding how instructor mindsets are perceived, and practical implications—including how instructors might create growth mindset cultures perceived as such by students—are discussed.