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Area of Science:

  • Educational Psychology
  • Biology Education

Background:

  • First-generation (FG) students face unique challenges in higher education.
  • Subtle messages emphasizing innate talent can discourage FG students in science.
  • Growth mindset principles suggest ability develops through effort and learning.

Purpose of the Study:

  • To investigate the impact of growth mindset messages on student performance in introductory biology.
  • To determine if growth mindset interventions specifically benefit FG students.

Main Methods:

  • Randomly assigned students in a large introductory biology course to receive either growth mindset or control email messages.
  • Messages were sent after the first two exams.
  • Student performance and engagement with course materials were tracked.

Main Results:

  • Growth mindset messages significantly improved overall course grades compared to control messages.
  • FG students showed particularly strong performance gains from the growth mindset intervention.
  • Increased access to online course materials partially explained the performance increase.

Conclusions:

  • Growth mindset interventions can be an effective strategy to support student learning in science.
  • Communicating a growth mindset may help mitigate performance gaps for FG students.
  • Instructor-initiated messages promoting growth mindset show promise for improving educational equity.