The Impact of a Mindset Intervention on the Anxiety, Stress, Frustration and Coping of Ninth-Grade General Science Students

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-5 - Motivational and Cognitive Processes: Math and Science Education

Abstract

The impact of a computer-based mindset intervention program on the stress, frustration, science anxiety, and coping behaviors of 9th grade science students (n = 320) was investigated. Students’ stress and frustration during class were measured repeatedly during this quasi-experimental study using a variant of the Experience Sampling Method. Science anxiety and coping behaviors also were measured using a survey administered before and after the intervention. Results confirmed expected relationships between mindset, stress, and coping. Students reported a significant decrease in frustration and stress and an increase in the use of two functional coping behaviors during and after the intervention. This study provides further evidence of the benefit of instilling a growth mindset in students.

Authors

• Kristin Skells, Northern Illinois University

• J. Schwartz, Northern Illinois University

• Lee Shumow, Northern Illinois University