Mindset Beliefs Research Articles

Supplemental Material for Does My Professor Think My Ability Can Change? Students’ Perceptions of Their STEM Professors’ Mindset Beliefs Predict Their Psychological Vulnerability, Engagement, and Performance in Class

Supplemental Material for Does My Professor Think My Ability Can Change? Students’ Perceptions of Their STEM Professors’ Mindset Beliefs Predict Their Psychological Vulnerability, Engagement, and Performance in Class

Growing STEM: Perceived faculty mindset as an indicator of communal affordances in STEM.

As students explore science and engineering fields, they receive messages about what competencies are required in a particular field, as well as whether they can reach their goals by entering the field. Faculty members convey information both about whether students might have the ability to succeed in a particular field and also whether students might want to succeed in a particular field-is this career one that serves the values or goals of the student? We hypothesize a novel pathway through which growth versus fixed mindset messages communicated by faculty affect students. Specifically, we explore whether emphasizing the potential for growth, rather than emphasizing fixed abilities, can indicate to students that science, technology, engineering, or math (STEM) fields offer opportunities to fulfill their goals. Across 8 studies, we find that perceiving that faculty endorse growth versus fixed mindset beliefs increases beliefs that STEM contexts afford communal and agentic goals; perceived communal affordances more strongly predict people's interest in pursuing STEM education and careers. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Can fixed versus growth mindset theories of intelligence and chess ability, together with deliberate practice, improve our understanding of expert performance?

The expert performance theory by Ericsson et al. which maintains that deliberate practice can account for most of the variance in expertise studies is often posed as a strong scientific framework for research on giftedness. The current study explored relationships between performance, deliberate practice and mindset beliefs about intelligence and ability in chess play. Data were gathered through questionnaire survey from a sample of 21 participants at a chess tournament. Results indicate that those with a growth mindset for chess ability had longer serious study sessions and those with an intelligence growth mindset participated in more serious competitions. In light of this, educators should consider that a student’s performance in their academic setting may be affected by a mindset category that they have not yet considered and in different ways. This could include, for example, ‘mathematics’ or ‘examination performance’ mindsets, among others.

The mindset disconnect in mathematics teaching: A qualitative analysis of classroom instruction

The idea of growth mindset has gained popularity internationally in educational contexts, particularly in mathematics classrooms. Those with a fixed mindset believe intelligence is an unchangeable or fixed trait, while those with a growth mindset believe intelligence is malleable and can grow through focused effort. Through analysis of classroom observations, teacher and student interviews, and course materials, this article examines the relationship between four teachers’ self-reported mindset beliefs, their instructional practices, and the messages these practices might communicate to students. This article also examines how contextual factors may have played a role in shaping teachers' mindset-related instructional practices. Findings identify the ways in which mathematics instruction might or might not consistently communicate growth mindset messages. Findings suggest that teaching in a way that consistently communicates growth mindset messages about mathematics ability might be impeded by existing structures in schools, such as policies related to tracking, instructional strategies, and standardized assessment.

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

The mindset literature is a longstanding area of psychological research focused on beliefs about intelligence, response to challenge, and goals for learning. 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 question, “can we see responses to challenge in college physics that resemble that of the mindset literature?” In addressing this question, it is also necessary to ask, “how do students express evidence of challenge?” and “to what extent is this evidence similar or different to 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 their responses to 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.Received 25 April 2018DOI:https://doi.org/10.1103/PhysRevPhysEducRes.15.010127Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasEpistemology, attitudes, & beliefsResearch methodologyPhysics Education Research

Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students

The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers ( n = 15) and gifted achievers ( n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence ( d = .79), lower scores on Organization ( d = −1.01), and lower Self-Regulation/Motivation ( d = −1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students ( N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, β = .35, p < .0001; Doubt of Action, β = .28, p < .0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, β = .35, p < .0001, and Organization, β = .21, p = .001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions.

A framework for using learning theories to inform ‘growth mindset’ activities

ABSTRACTThe social psychology theory of fixed and growth mindsets offers one reason for observed underachievement in science, technology, engineering and mathematics (STEM), particularly for students who have previously excelled in these disciplines. Fixed mindset beliefs are linked to behaviours that can lead to avoiding challenges and reduced learning, such as concealing a lack of understanding to retain an image of being ‘smart’. The potential impact of a growth mindset on STEM achievement, particularly for minority and low-household-income students, resulted in calls to develop interventions that encourage growth mindsets and discourage fixed mindsets. However, education interventions are influenced by the educator's understanding of how learning occurs. A framework to show how activities based on different learning theories may encourage growth mindsets or (unintentionally) encourage fixed mindsets can guide the developers of growth mindset interventions. We present such a framework in six tables relating to key areas associated with growth and fixed mindsets: dealing with challenges, persistence, effort, praise, the success of others and learning goals. Each table gives examples of learning activities that may encourage growth or fixed mindsets, fitting with each of four key learning theories: behaviourism, constructivism, communities of practice and connectivism.

Testing a mindset intervention as a resilience factor among Latino/a students in science

ABSTRACTLatinos/as experience underachievement and underrepresentation in science. Mindset beliefs contribute to positive academic outcomes among students generally, but are understudied among Latinos/as in science. In this quasi-experimental study, Latino/a students expressed initial mindset-related beliefs shown to be less generative of success in science than their non-Latino/a classmates. A six-week mindset intervention positively influenced Latinos/as’ mindset beliefs and self-perceptions compared to a control group. Gains were generally similar in magnitude for Latino/a and non-Latino/a students, suggesting that mindset may be compensatory rather than protective among Latino/a youth. Gender differences in initial mindset beliefs and response to the intervention are discussed.

The impact of teacher language on students’ mindsets and statistics performance

Studies have shown that performance feedback provided by teachers can communicate mindset messages to students and subsequently impact students’ performance. We sought to examine whether non-feedback related comments could also influence students’ mindsets and performance. We utilized a sample of undergraduate students enrolled in a research pool (n = 106) and compared their mindset and quiz scores after receiving a statistics lesson under one of three conditions. In two conditions the instructor introduced the lesson making comments that communicated either a fixed or growth mindset. A third condition served as a control. Students receiving growth comments moved towards growth mindset beliefs more so than those who received fixed mindset comments and had higher quiz scores when compared to the control group. These results provide early evidence that even non-feedback related comments can influence students’ mindsets and performance. We discuss implications for teaching, teacher training and future research.

Mindset Misconception? Comparing Mindsets, Perfectionism, and Attitudes of Achievement in Gifted, Advanced, and Typical Students

The study compared mindset beliefs, perfectionism, and achievement attitudes among gifted, advanced, and typical students in Grades 6 to 8 ( N = 416) and explored the relationship between these variables. Welch’s F tests revealed no statistically significant difference in growth or fixed mindset beliefs about intelligence among groups. Gifted and advanced students scored higher on Personal Standards (gifted, d = 0.68; advanced, d = 0.62) and Academic Self-Perception (gifted, d = 0.72; advanced, d = 0.58) compared with typical students. In hierarchical regression models, giftedness was a statistically significant predictor for Concern over Mistakes (β = 0.20) and Personal Standards (β = 0.27); both gifted (β = 0.31) and advanced (β = 0.17) status were statistically significant predictors for Academic Self-Perception. Various models showed a positive association between growth mindset and Positive Strivings Perfectionism and achievement attitudes and a positive association between fixed mindset and Evaluative Concerns Perfectionism. Findings suggest that gifted students are not more vulnerable to develop fixed mindsets.

Pre-Service Teachers’ Mindset Beliefs about Student Ability

Introduction. We all have beliefs about our ability or intelligence. The extent to which we believe ability is malleable (growth) or stable (fixed) is commonly referred to as our mindset. This research is designed to explore pre-service teachers’ mindset beliefs as well as their beliefs when applied to hypothetical student scenarios.Method. Pre-service teachers (n=113) from a teacher preparation program were recruited to complete the mindset survey as well as a survey to measure their mindset beliefs given a hypothetical student scenario.Results. Results suggest that pre-service teachers’ mindset beliefs are overwhelmingly maleable (growth) and do not appear to change significantly from the beginning to the end of a teacher education program. However, mindset views for hypothetical student scenarios do appear amenable to influence and change from the beginning to the end of a teacher education program.Discussion and Conclusion. Pre-service teachers likely enter their preparation programs with a mindset belief that is unlikely to change over the course of their studies; however, the practical applications of their mindset beliefs to students and classrooms may be amenable to influences from their teacher preparation programs.

Do Growth Mindsets in Math Benefit Females? Identifying Pathways between Gender, Mindset, and Motivation.

Despite efforts to increase female representation in science, technology, engineering, and mathematics (STEM), females continue to be less motivated to pursue STEM careers than males. A short-term longitudinal study used a sample of 1449 high school students (grades 9-12; 49% females) to examine pathways from gender and mindset onto STEM outcomes via motivational beliefs (i.e., expectancy beliefs, task value, and cost). Mindset, motivational beliefs, and STEM career aspirations were assessed between the fall and winter months of the 2014-2015 school year and math grades were obtained at the conclusion of the same year. Student growth mindset beliefs predicted higher task values in math. Task values also mediated the pathway from a growth mindset to higher STEM career aspirations. Expectancy beliefs mediated the pathway between gender and math achievement. This mediated pathway was stronger for females than for males, such that females had higher math achievement than males when they endorsed a growth mindset. Findings suggest possible avenues for improving female's interest in STEM.

How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades.

The present study examined the effectiveness of a Growth Mindset intervention based on Dweck et al.'s (1995) theory in the Hungarian educational context. A cluster randomized controlled trial classroom experiment was carried out within the framework of a train-the-trainer intervention among 55 Hungarian 10th grade students with high Grade Point Average (GPA). The results suggest that students' IQ and personality mindset beliefs were more incremental in the intervention group than in the control group 3 weeks after the intervention. Furthermore, compared to both the baseline measure and the control group, students' amotivation decreased. However, no intrinsic and extrinsic motivation change was found. Students with low grit scores reported lower amotivation following the intervention. However, in the second follow-up measurement—the end of the semester—all positive changes disappeared; and students' GPA did not change compared to the previous semester. These results show that mindset beliefs are temporarily malleable and in given circumstances, they can change back to their pre-intervention state. The potential explanation is discussed in the light of previous mindset intervention studies and recent findings on wise social psychological interventions.

Student Perceptions of Teachers’ Mindset Beliefs in the Classroom Setting

<p>Academic Mindset is a collection of 4 beliefs that directly impacts student academic perseverance, academic behaviors and academic performance (Farrington et al., 2012). Research suggests teachers and students hold beliefs about the stability/malleability of ability (Dweck, 2006); however, little is known about the nature of the relationship between student ability beliefs and teacher ability beliefs in classroom settings. The current research explores the nature of Student Mindset beliefs (n=359) (SM), Students’ Perception of Teacher Mindset beliefs (SPTM) and Teacher Mindset (TM) beliefs. Results suggest that Student Mindset (SM) is related to Teacher Mindset (TM) and fully mediated by Student Perception of Teacher Mindset (SPTM). Implications for educators are discussed.</p>

Increasing your intelligence: Entity and incremental beliefs about the multiple “intelligences”

This study examined the personality correlates of incremental/entity attitudes towards the growth/increase of 14 “multiple intelligences”. A total of 277 participants completed a questionnaire about the degree to which each “type of intelligence” is impossible/easy to change. This was followed by a 15-item Big Five personality traits questionnaire (Costa & McCrae, 1992), a measure of core self-evaluation (Judge et al., 2003) and a growth mindset questionnaire (Dweck, 2012). Whilst verbal, naturalistic and intra-personal intelligences were seen to be relatively easy to change, creative and musical intelligences were seen as much less so. The 14 “intelligences” factored into three interpretable factors labelled as abstract, skilful and classical intelligences. Core self-evaluation and growth mindset were both highly significant correlates of each factor. Whilst neuroticism and openness were significant correlates for abstract and classical intelligences respectively, no other significant results were obtained from the Big Five personality traits. These findings highlight the importance of core self-evaluation and mindset beliefs in educational and occupational settings. Limitations were noted.

Gender, ‘g’, and fixed versus growth intelligence mindsets as predictors of self-estimated Domain Masculine Intelligence (DMIQ)

Over 120 participants completed three timed intelligence tests, a self-estimated Domain Masculine (DMIQ) Intelligence scale, and a mindset “beliefs about intelligence” measure (Dweck, 2012) to examine correlates of the Hubris-Humility Effect (HHE) which shows males believe they are more intelligent than females. As predicted males gave higher DMIQ estimates than females. Males also scored higher than females on two of the three intelligence tests. Mindset beliefs (entity vs incremental theories) were not significantly related to gender or DMIQ scores. DMIQ estimates were only weakly related to two of the three intelligence tests. Gender and general intelligence test scores (Wonderlic Personnel Test, Inc., 1992) were the best predictors of DMIQ. Limitations are discussed.