A Study of Mindset- Rethinking the Structure of Mindset and How Growth Mindset Interventions are Delivered

Abstract

Having a growth mindset (i.e., the belief that traits are changeable with effort), is advantageous in many diverse domain-specific areas, such as academic performance, problem solving creativity, and ability to handle stress and anxiety. With such a variety of different domain-specific mindsets, it is reasonable to question whether there is a general quality underlying where one falls on an overall mindset spectrum. This general mindset, or mind mindset, would be the belief that many traits, attributes, and personality characteristics are changeable with effort. In study #1, we aim to determine whether a mind mindset exists. We will use online self-reports of nine different domain-specific mindset measures to determine if there are correlations across measures within participants. If a mind mindset exists, interventions targeting increasing one’s overall growth mind mindset could potentially influence all other domain-specific mindsets. Similarly, we will investigate ways to effectively deliver growth mindset interventions. Actively engaging in material, by applying the information to one’s life or teaching others, improves retention of that material over passively listening to that material being taught. In study #2, we aim to determine whether an active vs. passive growth mindset intervention is more effective for improving exam scores. Participants will be randomly assigned to one of three groups: 1) Active intervention, 2) Passive intervention, or 3) Control. If there is a mind mindset mediating where one falls on all mindset spectrums, and active interventions are shown to be more effective, vast improvements in growth mindset intervention efficacy may be made.

Department: Psychology

Faculty Mentor: Dr. Michele Moscicki