Event Title

Influences of Student Mindset and Motivation on Study Habits and Learning Skills

Location

CSU Ballroom

Start Date

16-4-2013 2:00 PM

End Date

16-4-2013 4:00 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Emily Stark

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Description

Mindset consists of how individuals perceive their own abilities (Deweck, 2006); meanwhile motivation involves the drive people have to perform an action (Gillet et. al., 2010). Individuals with a growth mindset are more likely to believe that they can improve their abilities through hard work compared to those with a fixed mindset, which could lead to improved performance. Similarly, intrinsic motivation, which connects to enjoying the activity itself, may lead to more persistence in learning than extrinsic motivation, where individuals are motivated only by external rewards. By examining the types of mindsets and motivations students have for studying and learning, we can gain a better understanding of how individuals face challenges and the effects that has on their performance (Dweck, 2006). In the current study, 172 participants completed measures of critical thinking skills, GPA, beliefs and attitudes toward school, superstition, logical thinking, the extent to which they are intrinsically motivated to do well in school, and the extent to which they believe intelligence can be developed with hard work (growth mindset). Results found that intrinsic motivation positively related to growth mindset (r = .19, p < .02). Additionally, these two concepts did relate to participants’ attitudes about school, but not their GPA or critical thinking skills. We discuss why it may be important for students to develop intrinsic motivation and a growth mindset, and how that can influence their success in college.

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Apr 16th, 2:00 PM Apr 16th, 4:00 PM

Influences of Student Mindset and Motivation on Study Habits and Learning Skills

CSU Ballroom

Mindset consists of how individuals perceive their own abilities (Deweck, 2006); meanwhile motivation involves the drive people have to perform an action (Gillet et. al., 2010). Individuals with a growth mindset are more likely to believe that they can improve their abilities through hard work compared to those with a fixed mindset, which could lead to improved performance. Similarly, intrinsic motivation, which connects to enjoying the activity itself, may lead to more persistence in learning than extrinsic motivation, where individuals are motivated only by external rewards. By examining the types of mindsets and motivations students have for studying and learning, we can gain a better understanding of how individuals face challenges and the effects that has on their performance (Dweck, 2006). In the current study, 172 participants completed measures of critical thinking skills, GPA, beliefs and attitudes toward school, superstition, logical thinking, the extent to which they are intrinsically motivated to do well in school, and the extent to which they believe intelligence can be developed with hard work (growth mindset). Results found that intrinsic motivation positively related to growth mindset (r = .19, p < .02). Additionally, these two concepts did relate to participants’ attitudes about school, but not their GPA or critical thinking skills. We discuss why it may be important for students to develop intrinsic motivation and a growth mindset, and how that can influence their success in college.

Recommended Citation

Sieberg, Sarah and Angela Graske. "Influences of Student Mindset and Motivation on Study Habits and Learning Skills." Undergraduate Research Symposium, Mankato, MN, April 16, 2013.
http://cornerstone.lib.mnsu.edu/urs/2013/poster-session-B/18