Citation

Schmidt JA, Shumow L, Kackar-Cam HZ. J. Youth Adolesc. 2016; 46(3): 582-602.

Affiliation

LEPF Department, Northern Illinois University, DeKalb, IL, 60115, USA.

Copyright

(Copyright © 2016, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10964-016-0489-z

PMID

27106713

Abstract

One's beliefs about whether ability is fixed or malleable-also known as fixed or growth mindset-can impact academic outcomes. This quasi-experimental study investigated effects of a six-week classroom intervention targeting growth mindset on students' daily quality of experience in science classrooms. Seventh grade (N = 370) and 9th grade (N = 356) students (50 % female, 61 % Hispanic) were randomly assigned by classroom to either a mindset intervention condition or content writing task condition. Students provided self-reports on multiple aspects of their daily classroom experience 11 times across the school year. Hierarchical linear growth models indicate that 7th and 9th grade students who were not exposed to the mindset intervention showed declines in perceived control skill, interest, and learning. In contrast, 9th graders in the mindset intervention reported increased control and interest, and maintained constant levels in skill and learning. Similar effects were not observed among 7th graders. The results are discussed in terms of implications for future research and optimal developmental periods for mindset intervention.

Language: en