Failure to Replicate: Testing a Growth Mindset Intervention for College Student Success

Brez, Caitlin C.; Hampton, Eric M.; Behrendt, Linda S.; Brown, Liz; Powers, Josh

doi:10.1080/01973533.2020.1806845

Cited by 22 publications

(16 citation statements)

References 32 publications

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“…L. Foster et al, 2017; Guye et al, 2017). Similarly, a number of mindset interventions have shown greater benefits for individuals with lower socioeconomic status (Paunesku et al, 2015; Yeager et al, 2019), whereas others have not (Brez et al, 2020; Burgoyne et al, 2018). Why these effects differ across studies remains largely unknown, hindering robust predictions in a variety of contexts (Cesario, 2014).…”

Section: Toward Nuanced Claims Of Improvementmentioning

confidence: 99%

How malleable are cognitive abilities? A critical perspective on popular brief interventions.

Moreau¹

2022

American Psychologist

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A number of popular research areas suggest that cognitive performance can be manipulated via relatively brief interventions. These findings have generated a lot of traction, given their inherent appeal to individuals and society. However, recent evidence indicates that cognitive abilities might not be as malleable as preliminary findings implied and that other more stable factors play an important role. In this article, I provide a critical outlook on these trends of research, combining findings that have mainly remained segregated despite shared characteristics. Specifically, I suggest that the purported cognitive improvements elicited by many interventions are not reliable, and that their ecological validity remains limited. I conclude with a call for constructive skepticism when evaluating claims of generalized cognitive improvements following brief interventions.

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Section: Toward Nuanced Claims Of Improvementmentioning

confidence: 99%

How malleable are cognitive abilities? A critical perspective on popular brief interventions.

Moreau¹

2022

American Psychologist

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“…For this reason, it is necessary that university institutions and educational reforms include the development of emotional competencies, because the improvement of these competencies has proven necessary for the development of students. Emotional competencies will help university students meet challenges, promote entrepreneurship, and achieve academic and career success [75][76][77][78][79][80]. As a practical implication of these findings, it is proposed that education and training associated with the emotional aspects for university students is included in the first few courses to enhance and develop these attributes in students to avoid academic failure [32][33][34][35].…”

Section: Discussionmentioning

confidence: 99%

Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

et al. 2020

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Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic performance, achievement, and well-being, this study aims to identify the factors associated with academic success or failure in 1071 students entering the National Polytechnic School (Quito, Ecuador). The data were compiled from the existing computer records of the university with the permission of the responsible administrative staff. A predictive model has been used and a binary logistic regression analysis was carried out through the step-forward regression procedure based on the Wald statistic to analyze the predictive capacity of the variables related to emotional intelligence, motivational and self- regulated socio-cognitive skills, goal orientation, and prior academic achievement (measured by university entrance marks and through a knowledge test carried out at the beginning of the university academic year). To determine the cut-off point for the best discriminatory power of each of the variables, a Receiver Operating Characteristics (ROC) curve analysis has been used. The results indicate that the variables that are significant in the prediction of academic success or failure are the two academic performance measures: the emotional attention variable, and the performance-approach goals and the motivational self-efficacy variable. Additionally, the highest predictive power is displayed by the prior academic performance measure obtained through the knowledge test conducted at the beginning of the university course.

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“…While there is promising research pointing to the value of a growth mindset as a tool in education, there is still much research to be done and myriad factors to consider. Brez et al (2020) tested the efficacy of a growth mindset intervention activity with a diverse population in a university setting. The study concluded that a growth mindset did not necessarily yield measurable results with certain populations.…”

Section: Growth Mindset Relevance In Higher Educationmentioning

confidence: 99%

Educational Attainment Post-Pandemic: An Examination of Growth Mindset Language and Strategies in Graduate Students

Hanshaw¹,

Pheifer²,

Helm-Stevens³

2022

BMR

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This paper examines growth mindset, an evidence-based strategy posited by Carol Dweck (2007), within the framework of a classroom at a private, faith-based university. In a post-pandemic time where many students and people have felt adverse effects on their ability to adapt, this research studies the impact of mindset language and strategies on a student’s internal locus of control. The specific question the researchers posited was, does growth mindset language and strategies within a graduate-level class affect a student’s internal locus of control?Participants in this study were Master of Business Management students taking an online employee development course at Azusa Pacific University. The online course was modified to use growth mindset language and strategies. Changes in language focused on effort, starting with the syllabus and project instructions and continuing throughout the course. For example, language used in the weekly overviews focused on effort and explaining why effort was important.Survey results indicated that the graduate students did not report an increase in their level of growth mindset or locus of control. This is hypothetically due to the high level of growth mindset and internal locus of control already felt by the participants. This moves the focus for graduate students from mindset to the environment they are learning in, including the level of psychological safety felt by the students in the classroom.

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Failure to Replicate: Testing a Growth Mindset Intervention for College Student Success

Cited by 22 publications

References 32 publications

How malleable are cognitive abilities? A critical perspective on popular brief interventions.

How malleable are cognitive abilities? A critical perspective on popular brief interventions.

Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

Educational Attainment Post-Pandemic: An Examination of Growth Mindset Language and Strategies in Graduate Students

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