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.

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All teachers (N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space grids) revealed two distinct patterns. The upward group (n = 3) showed an increase of teacher motivational support and student engagement. The stable group (n = 3) demonstrated low levels of both teacher motivational support and student engagement. Qualitative analyses of instructional differences between the two groups help explain student engagement. Implications include conceptualizing student engagement as interpersonal classroom activity and measuring change as developmental and dynamic phenomena.

Framed by self-determination and identity development theories, this study examined the process through which participating in a community-based service-learning project supported high school students’ feelings of autonomy, competence and relatedness, and how these feelings were related to students’ intentions for doing more service in the future. The goals were to understand 1) the task and time related variations in students’ reports of autonomy, competence and relatedness, and 2) whether these task and time related variations differed for youth who did service voluntarily compared to those who did service to fulfill a requirement. Results showed increases in autonomy, competence and relatedness over the course of the project, as well as task-related variations in these feelings. Competence and relatedness positively predicted internalized reasons for future service. Internalized reasons positively predicted strong intentions for future service. Required and voluntary service participants reported similar levels of autonomy, competence and relatedness, as well as similar reasons and intentions for future service. Implications provide insights into designing service programs for adolescents’ optimal psychosocial development during out-of-school time.