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Broadening the Assessment of Intelligence Mindsets to Align With the Promises of Mindset Theory
Thu, April 13, 8:00 to 9:30am CDT (8:00 to 9:30am CDT), Hyatt Regency Chicago, Floor: West Tower - Ballroom Level, Regency CSession Type: Symposium
Abstract
The belief that intelligence can change, a growth mindset, is a potentially beneficial psychological tool for supporting academic motivation and achievement. However, mindset theory has received criticism for the inconsistency of its impact. The disconnect between the promise and utility of growth mindset may in part be an issue of how mindsets are classically assessed, by a short self-report on similar-worded items. In four papers, this symposium examines four unique ways to broaden the assessment of mindset: expanding self-report by avoiding the term intelligence or asking about rates of changeability, testing implicit measures, and incorporating goals in profile-centered analyses. This symposium pushes the field to align mindset measurement with its theoretical intention as students’ broad systems for making meaning.
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Papers
Measuring Mindset More Accurately With the Undergraduate Lay Theories of Abilities (ULTrA) Survey - Lisa B Limeri, Texas Tech University; Nathan Carter; Franchesca Maria Lyra, University of Texas at Austin; Joel Martin; Halle Mastronardo; Jay Patel; Erin L. Dolan, University of Georgia
Rates of Growth: An Unexplored Avenue Into the Effects of Mindsets - Luke D. Rutten, University of Texas at Austin; Katherine M. Muenks, University of Texas at Austin
Relations of an Implicit Measure of Growth Mindset With Its Explicit Measure and Academic Performance - Jiesi Guo, Australian Catholic University; Xin Tang, Shanghai Jiao Tong University
Mindset Profiles of Secondary School Students: Associations With Academic Achievement, Motivation, and Well-Being - Sibel Altikulac; Tieme Janssen, Vrije Universiteit Amsterdam; Smiddy Nieuwenhuis, Vrije Universiteit Amsterdam; Junlin Yu, University of Helsinki; Nienke van Atteveldt, Vrije Universiteit Amsterdam