A Strategic Mindset Intervention Heterogeneously Promotes Effective Learning Strategy Use and Achievement

• In Event: Motivating Effective Strategy Use Through Interventions

Abstract

Objective & Theoretical Framework
Learning has been changing dramatically, and developing mastery amidst such challenging circumstances requires learners to be strategic about their learning (i.e., to spontaneously apply goal-directed, effective strategies). Why are some students more strategic than others, and how might students learn to become more strategic? Although a great deal of research identifies parts of self-regulated learning that differ between students (Pintrich et al., 1991; Zimmerman & Pons, 1986), less research elucidates why these differences may exist or intervenes in a cost-effective, scalable manner to impact many students’ learning. Integrating mindset (Gollwitzer et al., 1990) and self-regulated learning (Zimmerman & Martinez-Pons, 1986) literatures, we theorize that a “strategic mindset” predicts spontaneous, effective learning, and in turn, academic performance. A strategic mindset is an orientation toward frequently asking oneself strategy-eliciting questions—such as “What can I do to make myself even better at this?” (Chen et al., 2020). We test the implications of both naturally-existing and induced strategic mindset for students’ spontaneous use of effective learning strategies, and consequently, academic performance.

Methods & Data
In Study 1, we surveyed 5,185 Primary 6 to Secondary 4 students (age range: 11-16) across 29 Singapore public schools. We assessed their strategic mindset at the beginning of the school year, and their reported use of effective learning strategies mid-year. We obtained students’ final exam performance results at the end of the year.

In Experiment 2, we randomly assigned 1,070 Secondary 2–4 students (age range: 13-17 years; 54.1% females) from 6 public schools to self-administer either our online strategic mindset intervention (Figure 1) or a control exercise a month before their final exams. The strategic mindset intervention taught them the value of and how to ask themselves strategy-eliciting questions whenever they encounter challenges, but did not train students in how to use specific learning strategies. We measured students’ attitudes toward practicing a strategic mindset (manipulation check), and their reported use of effective learning strategies when studying for their final exams. We obtained their final exam results.

Results
In Study 1, students’ strategic mindset predicted their reported use of effective learning strategies (b=4.12, p<.001); there was the predicted indirect effect of a strategic mindset on final exam performance, mediated by use of effective learning strategies (indirect effect=1.35, p<.001).

In Experiment 2, there was no significant effect of condition on students’ reported use of effective learning strategies, however, this was qualified by a significant interaction with their prior performance (binteraction=0.19, p=.009), and separately, by an interaction with levels of perceived peer focus in the classroom (binteraction=1.05, p=.016). Prior performance and perceived peer focus moderated the indirect effect between of a strategic mindset on final exam performance (95%CIs of the moderated mediation indices did not overlap with 0).

Significance
Constantly asking oneself strategy-eliciting questions relates to more effective learning strategy-use, resulting in better performance. Our intervention test replicated these results among more academically prepared students and in conducive peer environments. This elucidates one accessible, scalable way to support a general orientation toward being strategic.

Authors

• Patricia Chen, University of Texas at Austin

• Qiao Kang Teo, National University of Singapore

• Xing Yuan Foo, National University of Singapore

• Yifan Jiang, National University of Singapore

• Lining Sun, National University of Singapore

• Xiang Ling Ong, National University of Singapore

• Xi Hui Chua, National University of Singapore

• Delphinna Neo, National University of Singapore

• Don J. H. Pereira, National University of Singapore

• Niveditha Iyer, National University of Singapore

• Desmond C. Ong, University of Texas at Austin