The effects of a growth mindset intervention on the beliefs about intelligence, effort beliefs, achievement goal orientations, and academic self-efficacy of LD students with reading difficulties

2010 ◽  
Author(s):  
Mary Caufield Baldridge
Keyword(s):  
Self Efficacy ◽  
Reading Difficulties ◽  
Goal Orientations ◽  
Growth Mindset ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Academic Self Efficacy ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-Efficacy and Career Development

2019 ◽  
Vol 44 (5) ◽  
pp. 878-908 ◽  
Author(s):  
Jeni L. Burnette ◽  
Jeffrey M. Pollack ◽  
Rachel B. Forsyth ◽  
Crystal L. Hoyt ◽  
Alexandra D. Babij ◽  
...  
Keyword(s):  
Career Development ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Open Science ◽  
Growth Mindset ◽  
Task Persistence ◽  
Career Interest ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

Despite mounting interest in growth mindset interventions, this approach has yet to be applied to the domain of entrepreneurship. In the present research, we developed and tested if a growth mindset intervention could be leveraged to promote students’ entrepreneurial self-efficacy and if this, in turn, predicted career development (i.e., academic interest, career interest, task persistence, and academic performance). We report on our findings, from an Open Science Framework (OSF) preregistered study, that is a randomized controlled trial implementing a growth mindset intervention. We randomly assigned undergraduate students ( N = 238) in an introduction to entrepreneurship class to either the growth mindset intervention or to a knowledge-based attention-matched control. Students in the growth mindset intervention, relative to the control, reported greater entrepreneurial self-efficacy and task persistence on their main class project. The intervention also indirectly improved academic and career interest via entrepreneurial self-efficacy. However, the intervention failed to directly or indirectly impact performance on a classroom assignment. Additionally, and somewhat surprisingly, gender and past experience in the field failed to moderate any effects of the intervention on outcomes. Theoretical implications, limitations, and future directions are discussed.

scholarly journals Children’s and Mothers’ Achievement Goal Orientations and Self-Efficacy: Dyadic Contributions to Students’ Well-Being

2020 ◽  
Vol 12 (5) ◽  
pp. 1785 ◽  
Author(s):  
Versavia Curelaru ◽  
Daniela Muntele-Hendreș ◽  
Georgeta Diac ◽  
Diana-Sînziana Duca
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Cultural Context ◽  
Positive Impact ◽  
Well Being ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Motivational Orientations ◽  
The Impact

Starting from the basic idea that identifying predictive family factors for children’s well-being is among the levels of the psychology of sustainable human development, our study aimed to investigate the impact of mothers’ achievement goal orientations and parental self-efficacy on their children’s academic well-being, considering children’s own achievement goals as a mediator variable. The entire sample comprised 350 participants: 175 children (42.86% boys) and their respective mothers. Children were enrolled in the 4th grade (n = 85; Mage = 10.44, SD = 0.49), in the 8th grade (n = 62; Mage = 14.45, SD = 0.53), and in the 12th grade (n = 28; Mage = 18.39, SD = 0.62). The results indicated that mothers’ motivational orientations had a strong effect on their children’s corresponding motivational orientations. Mothers’ achievement goal orientations and parental self-efficacy had significant effects on children’s well-being, mediated by children’s goal orientations. Children’s well-being was positively predicted by mothers’ mastery and performance-approach goal orientations, with variations between age groups. The importance of the parental motivational orientations in the development of the children’s corresponding orientations and well-being suggests that changing academic adaptation might be possible by operating early interventions at the parents’ level. Further research is necessary to explore why performance-approach goals had a positive impact on well-being in this cultural context, as previous studies revealed that this type of goal orientation may be detrimental to well-being.

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