June 15, 2019
June 15, 2019
October 19, 2019
NSF Grantees Poster Session
This project’s overarching goal is to characterize and from there better understand the beliefs that undergraduate students hold about their own intelligence. The research team utilized the work of Carol Dweck as a theoretical foundation. Dweck put forward a framework consisting of two mindsets: fixed and growth. Fixed mindset individuals believe that their intelligence is an unchanging trait, while people with a growth mindset believe that through effort they can grow and develop greater intelligence. Prior researchers have shown that individuals with a growth mindset respond to challenges with higher levels of persistence, are more interested in improving upon past failures, and value effort more than those of a fixed mindset. Using Mindset Framework as a guide, the researchers piloted and finalized an interview protocol. The protocol is being used to conduct one-on-one interviews with students in engineering during their first and fourth years at the university level with the purpose of gaining insight into their motivations and goals, beliefs about effort, and responses to challenges with a focus on their perceptions of their own intelligence, in the context of their experiences in and out of the classroom. The current work aims to include interviews from 40 students, which will then be analyzed by coding in the “Attitudes, Values, and Beliefs” framework, and present preliminary findings on the beliefs held by undergraduate engineering students on their own inteligence.
Adams, A., & Betz, A. R., & Dringenberg, E. (2019, June), Board 2: Preliminary Findings on Students' Beliefs about Intelligence Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32292
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