Development and Validation of Mathematics-Specific Growth Mindset Scale

• In Event: Addressing Mathematics Learning: Insights From Research on Math Anxiety, Engagement, Mindset, and Metacognitive Monitoring

Abstract

This study focused on the development and validation of the Mathematics-Specific Growth Mindset Scale (MSGMS). Scale’s items were adapted from Dweck’s (2008; Yeager & Dweck, 2012) domain-general growth mindset scale. Our sample was comprised of N = 383 undergraduate students enrolled in mathematics and educational psychology courses. Several confirmatory factor analysis models were evaluated, with the correlated two-factor model and bi-factor model were found the best fit to the data. Among those, the fit of the bi-factor model was stronger. Correlations between the MSGMS and other motivation-related constructs provided convergent and concurrent validity evidence. The MSMGS significantly predicted students’ expected course grades after controlling for scores on Dweck’s (2008; Yeager & Dweck, 2012) growth mindset scale, providing incremental validity evidence.

Authors

• Maria Idrees, University of Oklahoma

• H. Michael Crowson, University of Oklahoma

• Candace Andrews, University of Oklahoma