Growth Mind-Set Moderates the Association Between Critical Feedback and Performance in a Digital Assessment Game

• In Event: Paper Session: New Directions in Learning Analytics and Assessment

Abstract

This study examines for the first time the relation between students’ mindset and feedback-seeking behavior. Seventy-four University students designed posters in a game that assessed their learning choices (willingness to seek critical feedback and to revise posters) and poster performance. Then, they completed a mindset survey. Results revealed that the influence of critical feedback on performance is moderated by students’ differential endorsement of growth mindset: students endorsing higher growth mindset levels significantly outperformed students endorsing lower growth mindset levels on poster designs only when choosing more critical feedback. This research reveals an important theoretical distinction that growth mindset does not drive learning choices, but it seems to drive students’ response to critical feedback.

Authors

• Maria Cutumisu, University of Alberta

• Daniel L. Schwartz, Stanford University