Mindset and Academic Risk
DOI:
https://doi.org/10.47611/jsrhs.v11i3.2861Keywords:
Mindset and Academic Risk TakingAbstract
Research has shown that students with a growth mindset perform better academically than those who have a fixed mindset; however, there is little research currently discussing the factors that may cause the correlation between mindset and academic performance. This study aimed to identify academic risk-taking as a possible factor contributing to the relationship between mindset and performance. To accomplish this, a study was devised to measure the mindset and academic risk-taking behaviors of students. If a relationship was found between these two variables, then academic risk-taking could be a contributing factor to the established correlation. This study found that risk-taking and mindset are not related. Thus, academic risk-taking is unlikely to be one of the contributing factors to the relationship between mindset and performance. Due to this finding, mindset interventions that solely focus on encouraging academic risk-taking with the goal of promoting a growth mindset may not be effective. Researchers may want to consider conducting an observational study of the classroom in order to better measure the academic risks students take. Additionally, further studies should be conducted in order to find other possible contributing factors to the observed correlation between growth mindset and academic performance.
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Copyright (c) 2022 Luke Xu; Sarah Heilbronner, Vivian Schneider, Elsi Dodge
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