Growth Mindset Intervention for Undergraduate Students: A Mixed Methods Approach (Poster 21)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Motivation, Emotion, and Engagement Across Contexts

Abstract

Challenges in college may hinder students' self-efficacy, motivation, and persistence. To support student's motivation, growth mindset interventions have been implemented, but was found to be more effective in K-12 settings compared to higher education. The present study examined if growth mindset interventions can be effective for undergraduate students. In a randomized-control study, we tested whether students who received the intervention would have higher growth mindset, self-efficacy, and intention to continue in college compared to the control group. Quantitative analysis showed no significant differences between groups. But, results from qualitative content analysis showed that students who demonstrated developing growth mindset within intervention activities had higher growth mindset scores at posttest. Results have implications for growth mindset intervention design for undergraduate students.

Authors

• Monica Ceja Rodriguez, University of Nevada - Las Vegas

• Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas