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SESSION 1.8: One Size Does NOT Fit All: Promoting Growth Mindsets in College Students
As you settle in, please completethe Mindset Assessment Profile that’s at your seat, and then…
… anonymously report your Mindset Number here:
http://tinyurl.com/aacustem
One Size Does NOT Fit All: Promoting Growth Mindsets in College Students
Dr. Thomas MennellaAssociate Professor of Biology
Dr. Princy Quadros MennellaAssistant Professor of Psychology
Mindset
• It is the mental lens of how we view the world
• It determines how we interpret and respond to situations
Effects of Growth Mindset Awareness on Student Success
Impact of Feedback on Student Success
Wow. You must have worked
really hard on this.
Wow. You must be really smart.
Strategies for Encouraging a Growth Mindset in Students
1. Share these concepts with your students.
2. Consider offering a pre-assessment in each course to gauge each student's "starting point.“
3. Consider the type of praise and feedback you offer.
4. Provide low-impact opportunities to fail and learn.
5. Scaffold assignments that contain multiple drafts, then award quantitative scores only on the final product.
From: How to Encourage Academic Grit and a Growth Mindset in Your StudentsAcademic Impressions - July 31, 2017by Princy Quadros Mennella, PhD and Thomas Mennella, PhD
Strategies for Changing Feedback from Fixed to Growth
TURNING ABILITY PRAISE… …INTO PROCESS PRAISE
Great job! You must be smart at this. Great job! You must have worked really hard.
You really studied for your English test and your improvement shows it.
See, you are good at English. You got an A on your last test.
I love the way you stayed at your desk, you kept your concentration, and you kept on
working. That’s great!You are such a good student!
Study #1: Effects of Mindset Intervention on Academic Performance in College Students
• two parallel sections of sophomore level Genetics• both assessed for mindset at the start of class
Study #1: Effects of Mindset Intervention on Academic Performance in College Students
• two parallel sections of sophomore level Genetics• both assessed for mindset at the start of class
• one section was briefed on mindsets and received growth-based praise and feedback
• the other section was handled traditionally
• mirroring Dweck’s studies with middle schoolers
Study #1: Effects of Mindset Intervention on Academic Performance in College Students
0%
5%
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15%
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30%
G4 G3 G2 G1 F1 F2
MindSet Profiles
w/o GM Pre
Study #1: Effects of Mindset Intervention on Academic Performance in College Students
0%
5%
10%
15%
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25%
30%
35%
G4 G3 G2 G1 F1 F2
MindSet Profiles
w/GM Pre w/o GM Pre
0%
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25%
30%
35%
G4 G3 G2 G1 F1 F2
MindSet Profiles
w/GM Pre w/GM Post
Study #1: Effects of Mindset Intervention on Academic Performance in College Students
Study #1: Effects of Mindset Intervention on Academic Performance in College Students
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Average Mindset Profile Scores
GM Pre GM Post no GM Pre
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Exam #1 Exam #2 Exam #3 Final
Exam Comparisons
GM no GM
Study #1: Effects of Mindset Intervention on Academic Performance in College Students
P=0.097
1.0
1.5
2.0
2.5
3.0
3.5
4.0
GM no GM
GPA in the Course
Study #1: Effects of Mindset Intervention on Academic Performance in College Students
P=0.097
Study #2: Mindset Intervention in Academically Challenged Students Entering College
Academic Learners and
Leaders Initiative (ALLI)
Identified through Math placement scoresDo not meet GPA requirements for major (science)
Invited to attend a 3-week boot camp
Students who attended boot
camp w/ mindset
(experimental group)
Students who did not attend
boot camp(control group
1)Students who attended boot camp but no
mindset intervention
(control group 2)
Experimental design
• Completed mindset assessment
• Completed 3 hour workshop on mindset • Educated them on the differences between growth and
fixed mindset• Discussed benefits of having one over the other in
education
• Reminders sent during the semester to students by email about mindset
• GPA & registration status obtained from registrar’s office at end of Fall semester (for experimental and control groups)
0.0
0.5
1.0
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2.0
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3.0
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ALLI (Experimental)
Group
Control Group 1
Fall
Sem
este
r G
PA
ns
Mindset intervention had no effect on Fall semester GPA
ns
Control Group 2
0
2
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Experimental Group Control group 1 Control group 2
Mindset intervention had no significant effect on retention to spring
What is the relationship between Fall semester GPA and mindset?
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0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
GPA
Gro
wth
Min
dse
t Sc
ore
Negative correction between GPA and Growth Mindset
r = -0.42
Take-Aways and Interpretations
• providing college-aged students with mindset instructionand growth-mindset praise/feedback does not impacttheir academic performance or retention
• it is possible that middle schoolers are more receptive, than college students, to new ways of thinking about academics
• not all educational research is immediately applicable to all age groups
• it remains possible that Dweck’s findings are relevant forcollege-aged students, but more intensive interventions would be necessary (this must be tested)
Thank You!
Dr. Princy Quadros Mennellapmennella@westfield.edu
other interests:• applications of neuroscience• developmental advising
Dr. Thomas Mennellatmennella@baypath.edu
other interests:• flipped learning• alternative assessments of learning
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