Growth Mind-Set and Belonging: The Importance of Perceived Context

• In Event: Advances in Research on Mind-Set Theory: A Focus on the Role of Contextual Factors

Abstract

Postsecondary STEM programs pose unique challenges to students’ belonging. Experimental evidence suggests that growth mindsets and objective cues influence belonging, though the mechanisms are unknown. We theorize that the relationships operate as a function of students’ perceptions of their environment. Mindsets may influence belonging by shaping beliefs about instructors’ and peers’ mindsets, which then globalize to feelings of university trust and belonging. We developed and tested (N=957) a theoretical model elaborating these relationships. We found that the relationship between personal mindset beliefs and belonging was fully explained via indirect pathways through perceived instructor (95%) and peer (5%) mindsets and university trust. The results identify novel leverage points for intervention and demonstrate the importance of perceived context to belonging.

Authors

• Christopher Leland Williams, University of Virginia

• Quinn Hirschi

• Christopher Hulleman

• Josipa Roksa, University of Virginia