Rethinking Intelligence: The Role of Mindset in Promoting Success for Academically High-Risk Students

Author:

Sriram Rishi1

Affiliation:

1. Baylor University, Waco, Texas

Abstract

This study utilized an experimental pretest-posttest control group design to determine if changing the way academically high-risk college students view intelligence affected their academic effort and achievement when compared to students in a control intervention. Results indicated that students taught to view intelligence as malleable reported significantly higher levels of the multivariate variable academic effort and the univariate variable study skills than did the students who were directly taught study skills. No significant difference in GPA was found between the two groups. Implications for future research and current practice are discussed.

Publisher

SAGE Publications

Subject

Education

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