Dropout from engineering studies has been linked to 'fixed mindset' beliefs of intelligence as fixed-at-birth that make students more likely to disengage when facing new challenges. In contrast, 'growth mindset' beliefs that intelligence can be improved with effort make students more likely to persist when confronting difficulties. This systematic literature review of engineering, education and psychology databases explores the effectiveness of different interventions in developing growth mindset in engineering students, what measures have been used in assessing the effectiveness of these interventions and who has benefited from these interventions, in terms of gender and year of study. We compare interventions by geographical location, intervention type, methodology for assessing mindsets, other topics studied, and effectiveness. The results show a variation in effectiveness among the fifteen included studies. The findings will be useful for educators who want to encourage growth mindset and thereby support the academic success of their students.
Dropout from engineering studies at tertiary level remains a persistent global problem. The social psychology theory of mindset explains how behaviour necessary for successful engagement with challenging academic content can be derailed by beliefs about intelligence as fixed-at-birth rather than growth mindset beliefs that intelligence can always be further developed. Given the complexity of research involving humans and the early stage of mindset research in tertiary settings, it is not surprising that the results of a recent systematic literature review on growth mindset interventions in engineering education did not identify a leading intervention. However, the review suggested that growth mindset interventions should address the broader education context and not only individual students. PURPOSE OR GOALOf all subjects, mathematics is one where fixed mindset beliefs are more frequently seen in the general population. High performing students may be at risk from the negative effects of a fixed mindset when they encounter new challenges at university. This research explores the potential of creating growth or fixed mindsets through the words used in mathematics questions. Examples from mathematics assessment tasks will be analysed to see how they align with mindset principles described in a taxonomy by Boaler (2015). APPROACH OR METHODOLOGY/METHODSA modified version of the Delphi Technique was used to reach consensus on the applicability of Boaler's taxonomy to undergraduate mathematics courses. Questions from past assessments from first-year mathematics courses were compiled, based on their potential to match the categories in Boaler's taxonomy. In six meetings over three months, all three authors discussed and classified the selected questions into the categories from Boaler's taxonomy. Where questions did not fit, modifications were brainstormed to see if modified questions could align with one or more categories from the taxonomy. ACTUAL OR ANTICIPATED OUTCOMESExamples matching all categories of Boaler's taxonomy are presented and contrasted with non-examples on the same mathematics topics. CONCLUSIONS/RECOMMENDATIONS/SUMMARYBoaler's taxonomy can guide the design of mathematics questions so that they can also reinforce growth mindset beliefs. Utilising Boaler's taxonomy in addition to the wellestablished Bloom's taxonomy to guide question setting may increase the possibility of promoting growth mindset. Multiple directions for future research are described.
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