2021 journal article
Growth mindset interventions improve academic performance but not mindset in biochemistry
Biochemistry and Molecular Biology Education.
author keywords: academic performance; biochemistry; growth mindset; metacognition
MeSH headings : Academic Performance; Attitude; Humans; Learning; Students; Universities
TL;DR:
The results suggest that although students' mindsets did not change as a result of growth mindset interventions, their positive perceptions about learning versus performance did increase and they significantly outperformed students who did not receive interventions on the final cumulative exam that assessed critical thinking skills.
(via Semantic Scholar)
UN Sustainable Development Goal Categories
4. Quality Education
(OpenAlex)
Source: ORCID
Added: July 17, 2021
AbstractGrowing evidence suggests that students' self‐beliefs about altering their academic abilities can directly influence long‐term achievement. These self‐beliefs or mindsets can either be fixed (unchangeable) or growth oriented. Students with growth mindsets believe their academic abilities can change, which leads to higher grades and academic persistence in contrast to students with fixed mindsets. However, less is known about how these attributes affect student learning, particularly in college level biochemistry courses. In this study, we utilized metacognitive interventions to promote growth mindset among third and fourth year undergraduate students enrolled in a one semester Biochemistry survey course. Using a mixed‐methods study design, we evaluated student mindset, attitudes toward learning, and academic performance over four semesters. Our results suggest that although students' mindsets did not change as a result of growth mindset interventions, their positive perceptions about learning versus performance did increase. Furthermore, students receiving growth mindset interventions significantly outperformed students who did not receive interventions on the final cumulative exam that assessed critical thinking skills. These results suggest that these types of metacognitive interventions can be an effective tool to improve student academic performance in a biochemistry course.