M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM

Abstract

Student self-beliefs regarding intelligence and ability have been shown to correspond to achievement and persistence in an academic domain. Specifically, previous research has suggested that a growth mindsetor the belief that intelligence is malleable and can increase with effort-is associated with student success. Locus of control is a related but distinct self-belief regarding personal agency over various academic and nonacademic outcomes and has also been associated with study skills and academic persistence. However, academic interventions targeting student mindsets and loci of control have remained relatively underexplored, specifically in the context of undergraduate STEM education. Here, we describe the development and assessment of an intervention encouraging students to adopt a growth mindset and internal locus of control. This five-part intervention is administered entirely online and is therefore independent of individual instructor variability. We administered the intervention in five introductory biology courses and show that the intervention was successful in impacting student mindsets and loci of control across various demographics.

Antiracist Opportunities in the Journal of Microbiology and Biology Education : Considerations for Diversity, Equity, and Inclusion

“…When talking about student-level factors, we need to be careful. For example, Nallapothula et al ( 71 ) chose a framework to explain college students’ academic outcomes (e.g., grades and persistence) that balances students’ beliefs about themselves, as measured by growth mindset, and their assumptions about agency. They caution that students with a growth mindset may still experience academic hardship or dropout because they face “institutional barriers, such as institutionalized racism” ( 71 ).…”

“…For example, Nallapothula et al ( 71 ) chose a framework to explain college students’ academic outcomes (e.g., grades and persistence) that balances students’ beliefs about themselves, as measured by growth mindset, and their assumptions about agency. They caution that students with a growth mindset may still experience academic hardship or dropout because they face “institutional barriers, such as institutionalized racism” ( 71 ). Explicit caveats such as these and careful choice of inclusive frameworks help to situate student-level interventions within the system of barriers and offer appropriate contrast for the different ways in which we can approach DEI.…”

Coping with COVID: Risk and Resilience Factors for Mental Health in a German Representative Panel Study

“…Moreover, reducing catastrophizing tendencies, for example via smartphone-based cognitive behavioral interventions for mental health prevention (Ebert et al, 2018;Marciniak et al, 2020), increasing internal locus of control, e.g., via online interventions as has been done by Nallapothula et al (2020) in an academic context, increasing optimism, e.g. using the Best Possible Self intervention (Malouff & Schutte, 2017), and learning to also see positive aspects in the overall challenging situation, e.g., via mobile cognitive behavioral interventions (Ebert et al, 2018;Marciniak et al, 2020) are promising paths to increase individual well-being.…”

Developing a Framework of Relationships Among Noncognitive Factors in Doctor of Pharmacy Students’ Academic Performance

“…14,19,20 Prior studies in nursing and undergraduate students suggest several strategies may be utilized and assessed among pharmacy students to improve internal locus of control, which may ultimately reduce stress and/or benefit academic performance. [71][72][73] These strategies include problem-based education to encourage problem-solving and self-directed learning; online videos discussing locus of control and growth mindset and how they may be utilized by students during their education; and mentoring programs to build supportive and nurturing connections. [71][72][73] For example, Demir et al 71 found that a peer mentoring program among nursing students, in which fourth-year students served as mentors for first-year students, contributed to increased internal locus of control and improved ability to cope with stress among the first-year students.…”

“…[71][72][73] These strategies include problem-based education to encourage problem-solving and self-directed learning; online videos discussing locus of control and growth mindset and how they may be utilized by students during their education; and mentoring programs to build supportive and nurturing connections. [71][72][73] For example, Demir et al 71 found that a peer mentoring program among nursing students, in which fourth-year students served as mentors for first-year students, contributed to increased internal locus of control and improved ability to cope with stress among the first-year students. These first-year students described their mentors as providing support, motivation, and guidance, which increased self-confidence and self-awareness.…”