Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals

This investigation employed a longitudinal design to examine the influence of a one-shot growth mindset intervention on ninth-graders’ implicit beliefs about intelligence and related achievement goals in four different samples. The intervention conformed to characteristics of ‘wise interventions’. Participants’ incremental beliefs about intelligence and achievement goals were measured prior to the intervention and at several subsequent points in time following the intervention. Our results provide modest evidence that the one-shot intervention can promote incremental views of intelligence and reduce the prevalence of performance goals when used at scale.     

A two‐component growth mindset intervention for young people with SEND

Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects.     

Enhancing student motivation and engagement: The effects of a multidimensional intervention

The present study sought to investigate the effects of a multidimensional educational intervention on high school students’ motivation and engagement. The intervention incorporated: (a) multidimensional targets of motivation and engagement, (b) empirically derived intervention methodology, (c) research-based risk and protective factors, (d) established practices that nurture optimal youth development, (e) use of interpersonally skilled staff, and (f) evidence-based programming. Using a pre-/post-treatment/control group design, it was found that the self-complete intervention brought about significant shifts in motivation and engagement. Specifically, findings showed that the treatment group made positive motivation shifts on key dimensions including task management, persistence, anxiety, failure avoidance, and uncertain control. Moreover, against a large weighted external comparison group, the treatment group made positive shifts on valuing, mastery orientation, planning, task management, persistence, failure avoidance, uncertain control, and self-handicapping. Taken together, these findings attest to the potential for multidimensional educational interventions for enhancing students’ motivation and engagement.     

Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum

In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3–4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other ‘mandated’ curriculum like math and reading.     

Primary and secondary students’ motivation in learning English: Grade and gender differences

Student motivation may have significant influences on essential academic outcomes. However, students’ motivation may decline as they grow older. This study examined six motivation constructs (self-efficacy, interest, mastery goal orientation, engagement, avoidance coping, and effort withdrawal) of students from 78 schools in Singapore (N = 4214) in learning English. Using a large and diverse sample of primary 5 (5th grade) and secondary 3 (9th grade) students, grade and gender differences in these constructs were examined. Applying a MIMIC approach to structural equation modeling, the paths from grade and gender as well as the grade × gender interaction variable were found to be significant. That is, (a) the scores for self-efficacy, interest, mastery goal orientation, and engagement tended to be lower whereas avoidance coping and effort withdrawal tended to be higher for the secondary students, (b) boys tended to have lower scores; and (c) the gap in motivation between primary and secondary tended to be greater for girls. Since motivation may have important influences on subsequent learning outcomes, we need to seriously consider the implications of these grade- and gender-related patterns and pay attention particularly to boys in primary schools and girls in secondary schools.     

英语阅读动机与阅读成绩、性别之相关性实证研究

大学生英语阅读过程中的阅读动机与阅读成绩、性别的相关性研究表明:(1)大学生具有较强的英语阅读动机。(2)学生的阅读动机总体水平与阅读成绩呈正相关,并且达到了统计学意义上的非常显著水平;效能信念、成就价值分别与阅读成绩相互正相关,相关程度达到显著水平;高、低分组的阅读成绩呈现显著差异。高分组的效能信念平均值高于低分组,其差异达到统计学上的显著水平。(3)女生阅读成绩高于男生,但两者无显著性差异。女生效能动机、成就价值和社会因素的平均值均高于男生,且差异均达到显著水平。因此,有效地激发学生阅读动机,针对男女性别差异的特点区别对待,可以更好地促进学生阅读能力的提升,这对外语教学的有效开展具有启示作用。     

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university students enrolled in science programs participated in an 18-month longitudinal study. Results partially support our model. Although the low percentage of females in science programs was related to endorsement of the gender stereotype, there was no effect of prior stereotype endorsement on subsequent autonomous academic motivation.     

Growth goals and growth mindset from a methodological-synergistic perspective: lessons learned from a quantitative correlational research program

This review explores predictors and consequences of students’ growth goals and growth mindset in school with particular emphasis on how correlational statistical methods can be applied to illuminate key issues and implications. Study 1 used cross-sectional data and employed structural equation modelling (SEM) to investigate the role of growth goals in mediating the link between interpersonal relationships and academic engagement. Study 2 conducted multi-group path analysis to investigate the role of growth goals in the academic outcomes of two groups of students (ADHD and non-ADHD). Study 3 used longitudinal data and SEM to test a cross-lagged panel design to investigate reciprocal links between growth goals and growth mindset. Study 4 conducted multi-level SEM where the effects of a growth orientation on engagement and achievement were investigated at the student-level (level 1) and the classroom-level (level 2). Taking these four studies together, we aim to show how correlational data and multivariate correlational analyses have been effective in answering research questions in a way that have practical and theoretical implications for students’ academic growth. We also position this review as a substantive-methodological synergy – an approach recently recommended in response to concerns about the increasing polarization of substantive and methodological research and researchers.     

Enhancing motivation to read and reading abilities in first grade

Abstract

This study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program was delivered by the class teacher and focused on choosing relevant reading materials, providing choices for reading and encouraging social collaboration. Twenty-nine children in the intervention group (IG) were compared with 29 children in the control group (CG) who followed the official reading instruction program. During the year, the IG improved their reading motivation, while the CG declined in self-concept as a reader. Reading achievement improved more in the IG than in the CG. These findings suggest that a reading motivation program should be embedded in the regular reading acquisition curriculum to enhance children's reading motivation and improve their reading skills. Special attention should be paid to prevent a decline in young children's motivation as it may predict their future involvement in reading.     

Killing two birds with one stone: The role of motivational resources in predicting changes in achievement and school well-being beyond intelligence

This study investigated whether motivational resources play a role in predicting changes in students’ achievement and well-being above and beyond the role of intelligence during the transition to secondary school. The motivational resources entailed autonomous and controlled motivation as conceived in Self-Determination Theory and implicit beliefs of intelligence as defined in Dweck's perspective. We used two waves of data from a larger longitudinal study, thereby following 6th grade students in the transition to secondary education (N = 2546, Mage = 11.52 years, 49.8% boys). Results of Latent Change Modeling revealed that, after controlling for the role of intelligence in the prediction of standardized math achievement tests, motivational resources played a supplementary role, both at the level of interindividual differences and at the level of intra-individual change. Students with higher initial levels of autonomous motivation obtained higher initial test scores, reported higher school well-being, and made greater progress in both outcomes across the transition. An increase in autonomous motivation was also related to an increase in both achievement and well-being. A similar, yet opposite, pattern of findings was obtained for controlled motivation. An entity mindset failed to yield any unique associations. Given that autonomous motivation contributes to both achievement and well-being beyond effects of intelligence, it is critical for educators to nurture this motivational resource as it allows them to kill two birds with one stone.     

Examining relations between physics-related personal epistemology and motivation in terms of gender

The gender gap continues to exist in physics education. The author examines the gender-related differences in the relations and strengths among personal epistemologies, motivation, and achievement in physics among Turkish high school students. Established questionnaires were used to identify students’ personal epistemologies, motivations and achievement in physics. A total of 567 ninth-grade students from three high schools in Mugla Province in Turkey participated in the study. Multigroup structural equation modeling was used to determine the gender differences in the relations and strengths among personal epistemology, motivation, and achievement in physics. Results from the structural equation modeling showed that students’ personal epistemologies directly predicted their motivation and indirectly their achievement in physics. Multigroup structural equation modeling analysis showed that the strength of the relations between personal epistemology and motivation varied for female and male students. Implications for future directions are discussed.     

Science for all: Boosting the science motivation of elementary school students with utility value intervention

The need for students to learn science, technology, engineering, and mathematics (STEM) has increased steadily, while student motivation in this area continues to fall behind. We investigated the effects of science utility value intervention in increasing the science motivation (i.e., interest in science, appreciation of the role of science in future careers, and intention to engage in science-related activities) of Korean 5th and 6th graders. The usefulness of science for attaining the personal and communal goals inherent to various non-STEM careers was emphasized and internalized through classroom activities including postcard writing. At the end of the semester, students in the experimental group (n = 219) perceived greater personal and communal utility in science than those from the control group (n = 197). This enhanced perception of science utility led to greater interest, a higher likelihood of cognitively connecting science to future careers, and the willingness to engage in scientific activities.     

Joint trajectories of extrinsic motivation and competence beliefs: A parallel-process growth mixture modeling approach

While adolescents’ academic motivation usually declines, not all adolescents struggle. This study tested the heterogeneity of motivation trajectories, focusing particularly on three types of extrinsic motivation (external, introjected, and identified regulations) accompanied by competence beliefs. Parallel-process growth mixture modeling was utilized to identify classes of joint trajectories from grades 8 to 11, drawing on nationally representative data from South Korea (n = 6908). Three distinct classes emerged based on external regulation and competence beliefs, but there were no significant differences in academic achievement (scholastic aptitude test scores) in grade 12 across the classes. Four distinct classes emerged for introjected and identified regulation, respectively, covarying with competence beliefs. The classes demonstrating high and/or increasing competence beliefs showed the highest achievement for both introjected and identified regulation models. The results highlight the importance of fostering competence beliefs and provide a more nuanced explanation of the development of multidimensional motivation from a standpoint of self-determination theory.     

The impact of science motivation on cognitive achievement within a 3-lesson unit about renewable energies

Our study analyzed the influence of motivation towards science in relation individual cognitive achievement scores. 232 10th graders of college preparatory school level (‘Gymnasium’) completed a cognitive achievement test three times and a questionnaire quantifying motivation towards science once. A three-lesson module dealt with aspects of the topic renewable energies. The knowledge test was applied one week before (T-0), directly after (T-1) and six weeks after (T-2) participation in the learning module. The questionnaire on science motivation was completed at T-0 in order to receive unaffected data. A test-retest group (acting as control group) of 37 students completed the questionnaires with no intervention. Three motivational groups were selected: highly motivated, intermediate and less motivated. The intervention group showed substantial knowledge gain in short- and in long-term perspectives, almost independently of motivational levels. A positive linear relation between motivation and content knowledge was observable for each test schedule. In particular, intrinsic factors are shown to be responsible for this relationship.We recommend implementing appropriately designed educational settings to promote intrinsic aspects in order to foster performance almost independently of pre-existing knowledge and science motivation We presume pre-existing knowledge as well as learning to be influenced by motivation towards science. Also, pre-existing knowledge may influence individual motivation towards science. Consequently, beyond scientific contents, a focus on motivation of adolescents in science may lead to a synergetic effect for life-long learning.     

The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study

This preliminary study investigated the impact of the online interactive programme Brainology (which aimed to encourage a growth mindset) on the mindset, resiliency and sense of mastery of secondary school pupils. A quasi-experimental pre-, post- and follow-up mixed-methods study was carried out with 33 participants aged 13–14?years. The measures were Dweck’s theories of intelligence scale and Prince-Embury’s resiliency scales for children and adolescents. Quantitative data were analysed using analysis of variance. Qualitative data from focus groups were categorised and coded. The programme led to a significant increase in pre- to post-mindset scores for the intervention group. However, there was a significant decline at follow-up and the initial impact of the intervention was not sustained. There were no significant changes in mindset for the comparison group. There were no significant changes in resiliency or sense of mastery for either group. The significant short-term impact of Brainology and non-significant follow-up findings are discussed. The present study has limitations such as small sample size, which has implications for generalisability. Future research should investigate the longer term effectiveness of educational interventions in schools.

This article has been corrected with minor changes. These changes do not impact the academic content of the article.     

It's more about a lesson than a domain: Lesson-specific autonomy support,motivation, and engagement in math and a second language

Expanding research on the relative impact of different autonomy-supportive strategies employed by teachers across domains, the present study investigated the variation in 4 lesson-specific autonomy-supportive strategies (providing choices, rationales, accepting frustration, and stimulating interests) and 6 aspects of students' motivation and engagement in 2 domains with a repeated measurement design. For 3 weeks, 202 Dutch students from 8 eighth grade classes and 1 ninth-grade class and 12 teachers completed lesson-specific measures at the end of Math and German lessons. Students' perceptions of teachers' autonomy support and their motivation and engagement varied considerably across lessons within a domain (variance at the within-student level ranged from 19% to 51%). In random intercept-random slope models, we found that all autonomy-supportive strategies showed meaningful associations with aspects of students’ motivation and engagement. We did not find substantial domain-dependency in the associations between autonomy support and the outcomes.     

The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution

Non-cognitive factors represent a chance to learn more about how to help students succeed in early college experiences. This study examined personality and motivation as predictors of first-quarter GPA in a sample of 315 non-traditional undergraduates at a Hispanic-serving institution. Our results provide support for the importance of high levels of conscientiousness, intrinsic motivation, and low levels of extrinsic motivation in first-quarter school success. Implications and possible interventions are discussed.     

普通高校体育教育专业大学生成就动机与自我效能感的关系研究

采用《社会自我效能感量表》和《成就倾向个体差异问卷》,对随机抽取的284名体育教育专业学生进行测量,探讨成就动机与自我效能感的关系．结果发现自我效能与成就动机呈显著正相关;成就动机中追求成功变量与自我效能感存在显著相关;成就动机中避免失败变量与自我效能感存在显著负相关．本研究所调查的自我效能感在性别、学历以及生源地上差异无统计学意义．     

Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes

The need to enhance the STEM workforce and, in turn, the STEM educational pipeline is a prevailing issue in the U.S. One critical component in this pipeline is students’ interest in STEM majors and their persistence in such majors, theorized to be a function of both students’ perceived value and expectancy beliefs in the subject matter. Using an expectancy-value lens, we examined cross-domain patterns of high school students’ expectancy beliefs and values in both mathematics and science using a person-centered or profile approach. With data from the High School Longitudinal Study, latent profile analysis revealed five profiles characterized as Low Math/Low Science (i.e., endorsing low levels of expectancy and value beliefs in math and science), Moderate Math/Moderate Science, High Math/High Science, Low Math/High Science, and High Math/Low Science. Taking into account aspects of students’ background and school context, we found that motivational profile membership predicted math and science high school achievement, college persistence, and both STEM major intentions and major choices. Moreover, there were a number of gender and racial/ethnic differences and contextual variation in profile memberships as well. Implications for theory and educational practice are discussed in relation to study findings.     

Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

Because business statistics students often experience a lack of statistical motivation, business educators need to understand the factors that influence students’ motivation levels in undergraduate‐level business statistics courses. The purpose of this study was to examine the role of math self‐efficacy and self‐compassion on students’ motivation levels and the gender differences among the main variables. The regression results showed that math self‐efficacy was a positive predictor of statistics motivation. Self‐compassion was also found to be a partial mediator of the relationship between math self‐efficacy and statistics motivation. Gender differences were also found in business students’ math self‐efficacy, self‐compassion, and statistics motivation.