Fixed versus Growth Mindset Does not Seem to Matter Much : A Prospective Observational Study in Two Late Bachelor level Computer Science Courses
Kaijanaho, A.-J., & Tirronen, V. (2018). Fixed versus Growth Mindset Does not Seem to Matter Much : A Prospective Observational Study in Two Late Bachelor level Computer Science Courses. In L. Malmi, A. Korhonen, R. McCartney, & A. Petersen (Eds.), ICER '18 : Proceedings of the 2018 ACM Conference on International Computing Education Research (pp. 11-20). New York: ACM. doi:10.1145/3230977.3230982
Date
2018Discipline
TietotekniikkaCopyright
© the Authors, 2018.
Psychology predicts that a student’s mindset—their implicit theory
of intelligence—has an effect on their academic performance.
We attempted to corroborate this in the computer science education
context by asking the students on two bachelor-level courses,
typically taken in the third year of studies, to fill out a standard
mindset questionnaire, and analyzing their answers in relation to
their grades on those courses. In a sample of 133 students, with only
24 (18 %) students with a clear fixed mindset, there is no detectable
correlation between the students’ mindsets and their course grades.
An ordinal logistic regression estimates, at the 95 % confidence level,
a statistically nonsignificant effect between a decrease by a factor
of 0.46 and an increase by a factor of 2.03 in the odds of achieving
a better course grade when moving from a strong fixed mindset to
neutral mindset, or when moving from a moderate fixed mindset
to a moderate growth mindset. This suggests that any effect the
mindset has on the outcomes of these courses is small. We conclude
that educational interventions targeting students’ mindsets may
not be worth the effort in late bachelor-level CS education, possibly
because students who suffer from their fixed mindset have already
dropped out by the third year.
...


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ACMParent publication ISBN
978-1-4503-5628-2Conference
ACM Conference on International Computing Education ResearchIs part of publication
ICER '18 : Proceedings of the 2018 ACM Conference on International Computing Education ResearchKeywords
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