Thesis - Open Access
Master of Education (MEd)
Counseling and Human Development
growth mindset, mastery goals, motivation, college students, achievement
Previous research has found that mindset and goal orientation are intricately related in motivation and academic achievement, which holds significant implications for students in higher education (Dweck, 2009). While growth mindset-focused intervention has been studied, finding improvement in mastery goal-setting (Blackwell, Trzesniewski, and Dweck, 2007), goal-focused intervention accounting for student mindset has not. Firstyear college students’ implicit theory of intelligence, or mindset, was measured before they were randomly assigned to set either a mastery- or performance-based goal in relation to their first exam in a difficult chemistry course. Upon receiving their first exam score, students were free to set whatever type of goal they wished in relation to the second exam. Results indicate that students who voluntarily set mastery-based goals earned significantly higher exam scores than those who set performance-based goals. Controlling for mindset, differences in perceived success and student satisfaction based on goal orientation need to be studied further. Limitations, suggestions for future research, and implications for student affairs professionals are discussed.
Library of Congress Subject Headings
College freshmen -- Attitudes
Includes bibliographical references (page 23-24)
Number of Pages
South Dakota State University
Copyright © 2016 Chelsea E. Sorensen
Sorensen, Chelsea E., "The Relationship of Growth Mindset and Goal-setting in a First-year College Course" (2016). Theses and Dissertations. 687.