Verdin, D., & Perez, C. L., & Krinsky, S., & Allen, E. L. (2023, June), Examining Engineering Students’ Shift in Mindsets Over the Course of a Semester: A Longitudinal Study
  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43477

\bibitem{asee_peer_43477}
  Verdin, D., \& Perez, C. L., \& Krinsky, S., \& Allen, E. L. (2023, June), \emph{Examining Engineering Students’ Shift in Mindsets Over the Course of a Semester: A Longitudinal Study
}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43477

Dina Verdin, Carlos Luis Perez, Sharona Krinsky, and Emily L. Allen.  "Examining Engineering Students’ Shift in Mindsets Over the Course of a Semester: A Longitudinal Study
".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43477 Internet.  15 Mar, 2025

\bibitem{asee_peer_43477}
  Dina Verdin, Carlos Luis Perez, Sharona Krinsky, and Emily L. Allen.
  "Examining Engineering Students’ Shift in Mindsets Over the Course of a Semester: A Longitudinal Study
".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43477 Internet.  15 Mar, 2025

@INPROCEEDINGS{asee_peer_43477
author = "Dina Verdin, Carlos Luis Perez, Sharona Krinsky, and Emily L. Allen"
title = "Examining Engineering Students’ Shift in Mindsets Over the Course of a Semester: A Longitudinal Study
"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43477}
number = {10.18260/1-2--43477}
}

TY  - CPAPER
AB  - Students (like all people) have elements of both growth and fixed mindsets. We studied shifts in both types of student mindsets over three one-semester courses. We found no significant change in students’ growth mindset at the beginning of the semester compared to the end of the semester. However, students’ fixed mindsets showed a statistically significant increase from the beginning of the semester to the end of the semester. Two multilevel models were used to understand why students’ fixed mindsets may have increased 1) personal sourcesmastery goal, performance goal, and internal recognition, and 2) situational sourcesclassroom goal orientations and external recognition. 
Students’ endorsement of a performance goal orientation, which focuses on demonstrating competence and managing others’ perception of their abilities, increased their fixed mindset views at the end of the semester. In the model focused on situational sources, we found that students’ fixed mindset increased when they perceived their classroom environment endorsed a performance-approach goal structure and by receiving external recognition. When comparing both models, students’ fixed mindset increase was largely explained by classroom environmental sources. Specifically, students’ fixed mindsets increased when they perceived that their classroom environment valued a demonstration of competence (i.e., classroom performance-approach). Being recognized as an engineer by peers and instructors also increased students’ fixed views of their abilities.  Conversely, one situational source was found to decrease students’ fixed mindset views, i.e., a classroom environment that promotes mastery goals. 
Our study points to an apparent and crucial role engineering classroom environments have in promoting certain mindsets. The study concludes with one pedagogical strategy that may help mitigate the inadvertent promotion of a fixed mindset, e.g., a mastery learning pedagogical intervention.

AU  - Dina Verdin
AU  - Carlos Luis Perez
AU  - Sharona Krinsky
AU  - Emily L. Allen
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Examining Engineering Students’ Shift in Mindsets Over the Course of a Semester: A Longitudinal Study

UR  - https://peer.asee.org/43477
DO  - 10.18260/1-2--43477
ER  -