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Session:
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PER: Diversity, Equity & Inclusion
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Paper Type:
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Contributed
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Title:
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Increasing Growth Mindset with a Brief, Interactive, Classroom-based Intervention*
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Meeting:
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2020 Winter Meeting: Orlando, FL |
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Location:
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N/A |
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Date:
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Time:
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11:50AM
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Author:
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Stephanie J. Sedberry,
University of North Carolina at Greensboro
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Co-Author(s):
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Ian D Beatty, William J Gerace, Maha A Elobeid, Jason E Strickhouser
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Abstract:
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A convincing body of research indicates that psychosocial constructs such as self-efficacy, growth mindset, and perceived academic control predict and affect student performance, persistence, and success in STEM. Interventions designed to increase these factors have proven particularly effective for women and underrepresented minorities. As a part of an NSF-funded project, we have developed and honed a 30-minute interactive, classroom-based intervention aimed at improving students' STEM self-efficacy. Through a combination of short video presentations, live discussions, and short writing prompts, the intervention teaches students about the scientific basis of “growth mindset,” stresses the importance of “productive struggle” for getting smarter, and suggests some concrete strategies students can try to take control of their learning and turn struggles into successes. A quasi-experimental study at three universities (n = 853) showed that the intervention significantly increases students’ growth mindset, although impacts on self-efficacy and course grades were not statistically significant.
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Footnotes:
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*This material is based upon work supported by the US National Science Foundation under Grant No. DUE-1612053.
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