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A Learning Strategy Intervention to Promote Self-Regulation, Growth Mindset, and Performance in Introductory

Sayed A Mostafa1, Kalynda Smith2, Katrina Nelson1

  • 1Department of Mathematics & Statistics, North Carolina A&T State University, Greensboro, NC 27411, USA.

European Journal of Investigation in Health, Psychology and Education
|October 28, 2025
PubMed
Summary
This summary is machine-generated.

Explicit learning strategies in math courses did not improve growth mindset or self-regulated learning (SRL) for underrepresented students. Pre-existing differences in mindset and SRL, not the intervention, predicted academic performance.

Keywords:
learning strategiesmath growth mindsetpath analysisself-regulated learningsocial identities

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Area of Science:

  • Educational Psychology
  • STEM Education
  • Mathematics Education

Background:

  • Underrepresented minority students often face challenges in gatekeeper math courses.
  • Fostering a math growth mindset and self-regulated learning (SRL) is crucial for academic success.
  • Explicit learning-strategy instruction is a potential intervention to support these students.

Purpose of the Study:

  • To investigate the effectiveness of integrating explicit learning-strategy instruction into college-level mathematics courses.
  • To examine the impact on math growth mindset, SRL, and academic performance among underrepresented minority students.
  • To explore direct and indirect effects, considering social identities and pre-existing student differences.

Main Methods:

  • An explanatory sequential mixed-methods design was employed.
  • Quantitative data collected via pre- and post-surveys/tests analyzed performance outcomes.
  • Qualitative focus groups were conducted to contextualize findings.

Main Results:

  • The intervention showed no significant effects on growth mindset or SRL, nor mediation through these constructs.
  • A negative direct effect of the intervention on performance was observed.
  • Baseline mindset, SRL, and pre-course preparedness were strong predictors of outcomes; no moderation by student identities was detected.

Conclusions:

  • Explicit learning-strategy instruction alone may not rapidly alter mindset or SRL in introductory math.
  • Pre-existing student differences in mindset and SRL significantly impact academic performance.
  • Insights inform effective embedding of learning strategies to enhance STEM pathways and equity, especially post-COVID.