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- Title
Demographics That Benefit the Most From a Growth Mindset of Intelligence Intervention.
- Authors
Betanzos, Gabriela N.; Barrett, Katherine L.; Fox, Cosette
- Abstract
Implicit theories pertain to one’s beliefs about personal traits. According to the implicit theories of intelligence, a fixed mindset perceives intelligence as stagnant, whereas a growth mindset perceives intelligence as malleable and subject to growth. Interventions aimed at promoting a growth mindset have been successful in multiple realms among students of all ages, backgrounds, and demographics of interest. We investigated the effect of a growth mindset of intelligence intervention on implicit theories of intelligence, verbal language skills, perceived academic stress, grit, and term grade point average. We also measured various demographics to assess which ones benefit the most from such a treatment. The growth mindset intervention spanned over seven 30-minute sessions that took place in person over the span of four weeks. The control group received equivalent training on the various theories of intelligence. The data showed that the intervention was successful and was associated with an increase in implicit theories of intelligence specifically in the experimental group with a large effect size, d = 1.80, 95% CI [1.16, 2.42], F(1,53) = 42.8, p < .001. Certain demographic groups, such as athletes, first-generation students, traditional non-transfer intent students, non-Hispanics, students who play a musical instrument, and students with mental illness benefited the most from the intervention. Furthermore, the intervention increased perceived academic stress in students with mental illness, decreased academic stress in first-generation students, and increased grit in athletes. Understanding which student population is more receptive to such interventions is crucial to future efforts in tailoring growth mindset interventions on college campuses.
- Subjects
MATURATION (Psychology); OVERPRESSURE (Education); GRADE point average; MUSICAL instruments; MUSICALS; IMPLICIT learning
- Publication
Psi Chi Journal of Psychological Research, 2024, Vol 29, Issue 2, p94
- ISSN
2164-8204
- Publication type
Article
- DOI
10.24839/2325-7342.JN29.2.94