Impacts of Mind-Set Intervention on Daily Classroom Experiences of Seventh- and Ninth-Grade Science Students

• In Event: 16.023 - Examining and Fostering Growth in STEM Knowledge and Skills

Abstract

The purpose of this study is to investigate the effects of a six-week classroom intervention targeting growth mindset on students’ daily quality of experience in science classrooms. Over 700 students in 7th and 9th grade science classrooms were assigned to either a mindset intervention group or a comparison group that was asked to write about current science content. Specific aspects of daily experience examined over the course of an entire school year included student perceptions of control, skill, learning, and interest. Results indicate that the mindset intervention is effective at counteracting declines in perceived control, skill, learning, and interest that students would otherwise experience. These effects on daily experience are observed most consistently for 9th graders.

Authors

• Jennifer A. Schmidt, Michigan State University

• Hayal Zeynep Kackar-Cam, Northern Illinois University

• Lee Shumow, Northern Illinois University