M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM

Student self-beliefs regarding intelligence and ability have been shown to correspond to achievement and persistence in an academic domain. Specifically, previous research has suggested that a growth mindset—or the belief that intelligence is malleable and can increase with effort—is associated with...

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Autores principales:	Dhiraj Nallapothula, Jennifer Berdan Lozano, Selina Han, Carlos Herrera, Hannah Whang Sayson, Marc Levis-Fitzgerald, Jeffrey Maloy
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/58ee1a3d79df498b8764f77493db3892
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spelling	oai:doaj.org-article:58ee1a3d79df498b8764f77493db38922021-11-15T15:04:32ZM-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM10.1128/jmbe.v21i2.19871935-78851935-7877https://doaj.org/article/58ee1a3d79df498b8764f77493db38922020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i2.1987https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Student self-beliefs regarding intelligence and ability have been shown to correspond to achievement and persistence in an academic domain. Specifically, previous research has suggested that a growth mindset—or the belief that intelligence is malleable and can increase with effort—is associated with student success. Locus of control is a related but distinct self-belief regarding personal agency over various academic and nonacademic outcomes and has also been associated with study skills and academic persistence. However, academic interventions targeting student mindsets and loci of control have remained relatively underexplored, specifically in the context of undergraduate STEM education. Here, we describe the development and assessment of an intervention encouraging students to adopt a growth mindset and internal locus of control. This five-part intervention is administered entirely online and is therefore independent of individual instructor variability. We administered the intervention in five introductory biology courses and show that the intervention was successful in impacting student mindsets and loci of control across various demographics.Dhiraj NallapothulaJennifer Berdan LozanoSelina HanCarlos HerreraHannah Whang SaysonMarc Levis-FitzgeraldJeffrey MaloyAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 2 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Dhiraj Nallapothula Jennifer Berdan Lozano Selina Han Carlos Herrera Hannah Whang Sayson Marc Levis-Fitzgerald Jeffrey Maloy M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM
description	Student self-beliefs regarding intelligence and ability have been shown to correspond to achievement and persistence in an academic domain. Specifically, previous research has suggested that a growth mindset—or the belief that intelligence is malleable and can increase with effort—is associated with student success. Locus of control is a related but distinct self-belief regarding personal agency over various academic and nonacademic outcomes and has also been associated with study skills and academic persistence. However, academic interventions targeting student mindsets and loci of control have remained relatively underexplored, specifically in the context of undergraduate STEM education. Here, we describe the development and assessment of an intervention encouraging students to adopt a growth mindset and internal locus of control. This five-part intervention is administered entirely online and is therefore independent of individual instructor variability. We administered the intervention in five introductory biology courses and show that the intervention was successful in impacting student mindsets and loci of control across various demographics.
format	article
author	Dhiraj Nallapothula Jennifer Berdan Lozano Selina Han Carlos Herrera Hannah Whang Sayson Marc Levis-Fitzgerald Jeffrey Maloy
author_facet	Dhiraj Nallapothula Jennifer Berdan Lozano Selina Han Carlos Herrera Hannah Whang Sayson Marc Levis-Fitzgerald Jeffrey Maloy
author_sort	Dhiraj Nallapothula
title	M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM
title_short	M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM
title_full	M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM
title_fullStr	M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM
title_full_unstemmed	M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM
title_sort	m-locus: a scalable intervention enhances growth mindset and internal locus of control in undergraduate students in stem
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/58ee1a3d79df498b8764f77493db3892
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M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM

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