Preliminary Evaluation Results From a Study of a Brief Growth Mind-Set Intervention for College Students

• In Event: 43.079 - Sheraton Roundtable Session Six - Grand Centre
  In Roundtable Session: 43.079-2 - Student Motivation and Growth Mind-Set in Higher Education

Abstract

The theory of “growth mindset” has received substantial public attention and has subsequently become well-known throughout the educational world. However, there is no consistent evidence to show that the theory can be translated effectively into educational interventions. This paper introduces preliminary results from a randomized controlled experiment of a brief “growth mindset” intervention for undergraduate students. Findings suggest that the selected approach is not an effective way of improving academic performance or retention among undergraduate college students. We also discuss two larger questions of concern: why are the findings on this well-known theory producing conflicting evidence, and will this research help the field to make decisions regarding the utility of growth mindset theory in a post-truth world?

Authors

• Brad Watts, Western Michigan University

• Daniela Schroeter, Western Michigan University

• Caitlin Brez, Indiana State University