Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students
Elizabeth A Canning1, Makita White1, William B Davis2
1Department of Psychology, Washington State University, Pullman, WA 99163.
CBE Life Sciences Education
|March 12, 2024
Summary
Growth mindset messages improved grades for all students in an introductory biology course, with first-generation (FG) students benefiting most. This intervention encouraged effort and help-seeking, boosting FG student performance.
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.
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