Effects of a General and Specific Growth-Mindset Intervention on Self-Regulated Learning

• In Event: Supporting Self-Regulated Learning in Digital Learning Environments

Abstract

Objectives and Theoretical Framework: Research shows that learning strategies play a crucial role in enhancing self-regulated learning (SRL) performance (Ariel & Karpicke, 2018). One effective learning strategy is retrieval practice, where learners self-test the material during learning (Roediger & Karpicke, 2006a&b). However, just providing retrieval practice instruction may not optimize its use during learning (Kornell et al., 2009). Promoting a growth mindset can lead learners to adopt distinct learning strategies compared to maintaining a fixed mindset (Dweck & Master, 2012). Moreover, a domain-specific mindset has a stronger relation with the learning strategies than the domain-general mindset (Hertel & Karlen, 2021). We aimed to explore how a SRL growth mindset (SGM) intervention and a general growth mindset (GGM) intervention influence learners' use of retrieval practice.

Methods: The participants consisted of 178 first-year college students, randomly assigned to a GGM (n = 58), a SGM (n = 64), and a control condition (n = 56). The experiment included two sessions, separated by 7 days. On Day 1, first, the baseline of general and SRL mindsets was measured. Then, after the participants went through the intervention under one of the conditions, they all received a retrieval practice instruction. Subsequently, the general and SRL mindsets were measured again. The study involved learning 32 anatomy image-name pairs, divided into 8 units. In each unit, 4 pairs were restudied twice and then participants were asked to choose a learning strategy (self-testing vs. restudying) for the next two trials that followed. Then after a 3 min distracter, the first half of the materials were used in the immediate recall test, and the other half were used after 7 days in the delayed recall test.

Results: Results showed that participants in the GGM condition gained more on the general mindset scale compared to participants in the SGM condition (F(2,175) = 18.27, p = .012, ηp2 = .173), who in turn gained more than the participants in the control group (p = .002). Participants in the SGM condition gained more on the specific mindset scale than participants in the GGM condition (F(2,175) = 5.32, p = .03, ηp2 = .057), and control condition (p= .002). Furthermore, participants in the SGM condition had better immediate learning performance than participants in the GGM condition (F(2,175) = 2.86, p = .02, ηp2 = .03). However, there was no significant differences of retrieval practice choices among the three conditions (F(2,175) = 0.41, p = .66, ηp2 = .005).

Scientific and Educational Significance: In sum, these findings suggest that higher education students can benefit from mindset interventions in terms of their beliefs and performance. Yet, the positive effect on performance in the SGM condition was not related to choosing retrieval practice more often. Possibly, because of the complexity of the learning materials, students were inclined to use retrieval practice regardless of the condition they were in. Future research could investigate the role of complexity of the learning materials in relation to using retrieval practice and mindset interventions.

Authors

• Jingshu Xiao, Erasmus University Rotterdam

• Martine Baars, Erasmus University Rotterdam

• Kate M. Xu, Open Universiteit Nederland

• Fred Paas, Erasmus University Rotterdam