Growth mindset and its predictive validity—do migration background and academic validation matter?

Corradi, David; Nicolaï, Jonas; Levrau, François

doi:10.1007/s10734-018-0286-6

Cited by 19 publications

(11 citation statements)

References 49 publications

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“…Conversely, a person with a fixed mindset believes that intelligence is hardwired and cannot be increased; its presence (or lack thereof) can only be measured (54)(55)(56). Growth and fixed mindsets exist on a continuum and can vary from one aspect of a person's life to another (55,57). For example, a visual artist may feel strongly that their artwork improves through dedicated practice (growth mindset) but at the same time believe that they are incapable of ever understanding mathematics (fixed mindset) (24).…”

Section: Growth and Fixed Mindsetsmentioning

confidence: 99%

“…For example, a visual artist may feel strongly that their artwork improves through dedicated practice (growth mindset) but at the same time believe that they are incapable of ever understanding mathematics (fixed mindset) (24). Additionally, those with more of a growth mindset tend to have better academic results (57). The mindset of their educator can have an effect on the student's performance (58).…”

Section: Growth and Fixed Mindsetsmentioning

confidence: 99%

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The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

O'Connor¹,

Roy²,

Walsh³

et al. 2021

Preprint

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<p><a></a><a>In this dynamic and rapidly changing world, students need to be able to continually learn and adapt throughout their lives. However, most students spend years in formal education settings without being explicitly taught how to learn effectively. </a>To reach our goal of explicitly and effectively equipping all students with learning skills, we developed and evaluated a Growth & Goals module. The module is an Open Education Resource for postsecondary students that educators integrate in their courses to teach core learning skills of metacognition, goal-setting, growth mindset, and mindfulness. Over 5000 students at ten institutions have now used the module. In the present study, we evaluated the module using a Practical Participatory Evaluation approach and the 4-level Kirkpatrick Evaluation model. To answer ten questions aligned with the Kirkpatrick model, we collected data from 1845 students and 5 educators from nine undergraduate courses in science, engineering, and mathematics, which were used to investigate ten research questions aligned with Kirkpatrick’s four evaluation levels. For Level 1 (Reaction), students and educators reported high satisfaction and gave constructive suggestions that centred on expanding the module. The training was new to 88% of students. Most completion rates were over 75% when professors provided an incentive (³ 1%). Students in some demographics used the module less than others: lower-achieving, first-generation university students, from outside the Ottawa-Gatineau area, male, and in certain programs. In Level 2 (Learning), students’ metacognitive skills increased throughout the semester. They could identify SMART goals (Specific, Measurable, Accountable, Reachable, and Time-specific) and differentiate growth/fixed mindset statements. At Level 3 (Behaviour), students applied the module within the originating course, indicated their intent to use the module in the future, and a survey of a subsample indicated that most students used or intended to use the module in a new course. Most educators created course-level learning outcomes for the first time to integrate with the module. As an Open Education Resource with a nearly complete “plug-and-play” format, using the module required little time and low technological skills of students and educators; however, greater support, incentives, and rewards could be provided. Research and development require sustained resources. Finally, in Level 4 (Results), educators have used the module in courses in a number of disciplines, including sciences, engineering, mathematics, education, and psychology. The module addresses institutional goals of transformational learning and agility, as well as two provincial degree level expectations that are rarely explicitly taught in courses. In summary, the Growth & Goals module explicitly teaches core learning skills in a way that is systematic, scalable, and explicit for science, engineering, and mathematics courses, with a potential to expand to any discipline.</p>

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Section: Growth and Fixed Mindsetsmentioning

confidence: 99%

Section: Growth and Fixed Mindsetsmentioning

confidence: 99%

The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

O'Connor¹,

Roy²,

Walsh³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…In addition, although prior literature has investigated the effects of growth mindset from diverse perspectives (e.g., Corradi et al, 2019 ; Cutumisu, 2019 ; Yeager et al, 2019 ; Wang et al, 2021 ), we have less knowledge about why growth mindset can lead to various positive outcomes. A recent study has investigated the cognitive mechanism (i.e., reasoning ability) underlying the effect of growth mindset (Wang et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Employee Growth Mindset and Innovative Behavior: The Roles of Employee Strengths Use and Strengths-Based Leadership

Liu

Tong

2022

Front. Psychol.

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This study aimed to investigate the relationship of employee growth mindset with innovative behavior and the mediating role of use of strength as well as the moderating role of strengths-based leadership in this relationship. Data with a sample of 244 employees working in diverse Chinese organizations were collected at two points in time. Results of bootstrapping analyses demonstrated that growth mindset is positively related to innovative behavior, employee strengths use partially mediates the positive relationship of growth mindset with innovative behavior, and strengths-based leadership strengthens the direct relationship between employee growth mindset and innovative behavior and the indirect relationship of employee growth mindset with innovative behavior via strengths use. This study advances growth mindset and innovative behavior theories and research.

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“…While there are studies that show positive associations between holding a growth mindset and students’ achievement (Blackwell et al., 2007; Cury, Elliot, Da Fonseca, & Moller, 2006), there are other studies that find no positive association (Furnham, Chamorro‐Premuzic, & McDougall, 2003; Kornilova, Kornilov, & Chumakova, 2009; Rheinschmidt & Mendoza‐Denton, 2014). There are even a few studies that found a negative relationship between growth mindset and students’ achievement in school (Corradi, Nicolaï, & Levrau, 2019; Flanigan, Peteranetz, Shell, & Soh, 2015).…”

Section: Introductionmentioning

confidence: 99%

Society‐level social axiom moderates the association between growth mindset and achievement across cultures

Bernardo

Cai

King

2021

Brit J of Edu Psychol

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Background. Meta-analytic studies show that the benefits of the growth mindset on academic achievement are heterogenous. Past studies have explored how individual characteristics and proximal environmental factors could explain these variations, but the role of the broader sociocultural environment has seldom been explored.Aims. We investigated society-level social axioms to explain variations in growth mindset effects on achievement across cultures. We hypothesized that three society-level social axioms (social complexity, fate control, and reward for application) imply social norms that would either support or obstruct the growth mindset effect.Sample and methods. We conducted multilevel SEM with random slopes using data from 273,074 students nested within 39 countries/territories.Results. We found weaker growth mindset effects in societies with stronger social complexity beliefs; societies believing that there are multiple solutions to problems have social norms that obstruct the growth mindset effects on achievement. No moderating effects were found with other social axioms. Conclusion.Relevant cultural-level normative beliefs should be considered to better assess the relevance of the growth mindset construct.

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Growth mindset and its predictive validity—do migration background and academic validation matter?

Cited by 19 publications

References 49 publications

The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

Employee Growth Mindset and Innovative Behavior: The Roles of Employee Strengths Use and Strengths-Based Leadership

Society‐level social axiom moderates the association between growth mindset and achievement across cultures

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