Growth Mindset Intervention among French University Students, and Its Articulation with Proactive Coping Strategies

Autor/inn/en	Parada, Sacha; Verlhiac, Jean-François
Titel	Growth Mindset Intervention among French University Students, and Its Articulation with Proactive Coping Strategies
Quelle	In: Educational Psychology, 42 (2022) 3, S.354-374 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parada, Sacha) ORCID (Verlhiac, Jean-François)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1917519
Schlagwörter	Intervention; College Freshmen; Coping; Well Being; Student Attitudes; Academic Achievement; Mastery Learning; Goal Orientation; Self Concept; Student Adjustment; Longitudinal Studies; Correlation; Student Motivation; Stress Variables; Teaching Methods; Resilience (Psychology); Outcomes of Education; Foreign Countries; France + Suchen Sie Ihr Suchwort? Studienanfänger; Bewältigung; Well-being; Wellness; Wohlbefinden; Schülerverhalten; Schulleistung; Zielorientierung; Zielvorstellung; Selbstkonzept; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Ausland; Frankreich
Abstract	The aim of this work is to examine the effects of a growth mindset intervention amongst first-year university students during a longitudinal study spanning over 1 month and to develop a model linking well-being and achievement variables. Growth mindset interventions, by teaching malleable instead of fixed self-conceptions, would allow students to be better equipped to face academic challenges. While previous research has focussed on academic achievement, we propose to examine the articulation between mindset and proactive coping strategies, and their impact on well-being, as well as achievement during the transition period that starting higher education, represents. Results showed a main effect of the intervention on student mindset right after the intervention delivery, but disappearing 2 weeks after; and links between growth mindset, effort attribution, mastery goals, proactive coping, stress and academic achievement. Methodological and theoretical points are discussed to improve both the intervention and the hypothesised model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01