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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Mindset matters: exploring the link between mindsets, learning intentions, and performance in biomedical science

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Students with a growth mindset, who believe abilities can be developed, show deeper learning intentions and achieve higher academic performance. Interventions supporting growth mindsets can improve learning outcomes.

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Area of Science:

  • Biomedical Science Education
  • Educational Psychology

Background:

  • Student mindset, encompassing self-beliefs about abilities, significantly influences academic achievement.
  • A growth mindset, characterized by the belief in improvable abilities through effort, is linked to greater academic success.
  • The specific relationship between student mindset and learning intentions remains underexplored.

Purpose of the Study:

  • To investigate the connection between students' mindset, their learning intentions, and academic performance.
  • To explore how mindset influences the depth of learning strategies employed by students.

Main Methods:

  • A mixed-method study involving 256 second-year biomedical science students.
  • Inductive and deductive thematic analysis of open-ended questions to identify mindsets and learning intentions.
  • Quantitative analysis of qualitative themes and statistical assessment of relationships between mindset, learning intentions, and academic performance.

Main Results:

  • Approximately two-thirds of students demonstrated a growth mindset regarding their bioscience abilities.
  • Students with a growth mindset reported more deep learning intentions compared to those with a fixed mindset.
  • Growth mindset students achieved higher academic performance than fixed mindset students.

Conclusions:

  • A growth mindset is positively associated with deeper learning intentions and enhanced academic performance in biomedical science students.
  • Educational interventions aimed at fostering growth-oriented beliefs may improve student learning intentions and academic outcomes.
  • Addressing fixed or mixed mindsets through targeted support can be beneficial for student development.