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ERIC Number: EJ1196678
Record Type: Journal
Publication Date: 2018-Nov
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1381-2890
EISSN: N/A
Insufficient Evidence: Mindset Intervention in Developmental College Math
Mills, Ida M.; Mills, Bradley S.
Social Psychology of Education: An International Journal, v21 n5 p1045-1059 Nov 2018
It is generally accepted by educators and social psychologists that non-cognitive factors influence learning. Students who have a fixed view of intelligence believe that abilities are permanent. They view set-backs and the need for effort as evidence of lack of ability. Students with a growth mindset believe that intelligence and abilities are malleable. Intelligence grows with challenge. The objective of this study was to consider if teaching growth mindset to a group of college students in remedial math classes would increase the likelihood of passing the course and remaining in school. Results found a near statistically significant correlation between growth mindset and passing the course but no evidence to support growth mindset and retention. An intervention to teach growth mindset led to statistically small positive results as measured by Pearson's product-moment correlation and independent sample "t" tests. Results suggest that combining a variety of interventions with weak academic students is required.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A