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Thriving in collegiate life: can fostering growth mindset move undergraduate students from surviving to thriving?
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Thriving in collegiate life: can fostering growth mindset move undergraduate students from surviving to thriving?
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Content
Running head: GROWTH MINDSET IMPACT ON STUDENT THRIVING
1
THRIVING IN COLLEGIATE LIFE: CAN FOSTERING GROWTH MINDSET MOVE
UNDERGRADUATE STUDENTS FROM SURVIVING TO THRIVING?
by
Jennifer Bush Pismeny
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2016
Copyright 2016 Jennifer Bush Pismeny
GROWTH MINDSET IMPACT ON STUDENT THRIVING
2
Dedication
“If I have seen further than others, it is by standing upon the shoulders of giants.”
– Sir Isaac Newton
Dedicated to my giants
My husband and my parents
In loving memory of two exquisite women, my grandmothers
Willie Ann Bush and Peggy Chambers Brown
GROWTH MINDSET IMPACT ON STUDENT THRIVING
3
Acknowledgements
To my wonderful husband, Adam Pismeny, I am grateful daily for your love and
unwavering commitment to our dreams. Thank you making this accomplishment possible by
moving across the country with me to go for my big dreams. Not a day went by that your
sacrifice was ever lost on me. Your continuous support along our journey together, adventurous
spirit, laughter, and big bear hugs are some of my most prized possessions. I admire how hard
you work, your steady outlook and kindness, treasure your words of encouragement, and value
your leadership in our lives. May we continue along a growth mindset journey together and take
on the next adventure with excitement and gusto. I am so grateful and proud to be your wife.
You are loved and respected more than I could ever put into words. Thank you for being my
best friend and my sweetheart. You are one of a kind and I am truly blessed!
To my loving parents, Norman and Carolyn Bush, I thank you from the depths of who I
am. You made this ‘adventure of a lifetime’ possible. The example you set before me all the
days of my life is something I marvel at and look to as my compass. The countless hours of
phone calls to hear your sweet voices and numerous trips across the country truly made ‘home’
not feel so far away. Sharing in this journey together was such a joy! Thank you for believing in
my abilities and always encouraging me to go for my dreams. You have never tried to clip my
wings; rather you have always been the refreshing breeze that kept me soaring. Thank you for
your generous love for us and for being our greatest cheerleaders! You are loved and admired
beyond measure. I hope you will find this work a testament to your legacy that education is for a
lifetime and we should all know what it is to thrive!
To my brother and his wife, Jason and Rebecca Bush, and their two precious girls, Kensie
and Katelyn, you are so loved and appreciated! Thank you for your love, prayers, and support
GROWTH MINDSET IMPACT ON STUDENT THRIVING
4
throughout this journey. Whether it was special birthday cupcakes, family vacation on the west
coast, phone calls, text messages, kind words, sending precious pictures of our sweet nieces or
thoughtful gifts, you guys have been a constant source of encouragement to us and we are so
grateful!
To my committee chairs and member, Dr. Patricia Tobey, Dr. Patrick Crispen, and Dr.
Helena Seli, thank you for your mentorship through this entire project. I grew as a learner,
researcher, and educator because of your time, support, expertise, and guidance. It was a true
honor to work with all three of you! Thank you for making this experience so enjoyable and rich
with learning opportunities.
To the participants, point of contacts, and hosting sites, thank you for being part of this
study and allowing me to conduct this research. I am appreciative of your time, support, and
valuable insights to this work. I am grateful to have learned a great deal from our interactions
and time together!
To my colleagues and professors at USC, I am grateful to have met each and every one of
you. I have learned a tremendous amount of valuable life lessons and insights that I will carry
with me forever. Thank you for making this journey transformative and inspirational! I cannot
wait to see what the future holds for you extraordinary educators.
To our wonderful lifelong friends across the country, thank you for your support, phone
calls, text messages, trips to visit us, and unwavering friendship throughout the years. We are so
grateful to know so many wonderful people and to share our lives with you!
GROWTH MINDSET IMPACT ON STUDENT THRIVING
5
Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 7
List of Figures 9
Abstract 10
Chapter One: Overview of the Study 11
Background of the Problem 11
Statement of the Problem 13
Purpose of the Study 13
Research Questions 14
Significance of the Study 15
Limitations and Delimitations 16
Definition of Terms 17
Organization of the Study 18
Chapter Two: Literature Review 19
Undergraduate Population 19
Thriving in College 19
Importance of Thriving in Higher Education 21
Academic Thriving 22
Engaged Learning 22
Academic Determination 23
Intrapersonal Thriving 24
Positive Perspective 24
Interpersonal Thriving 24
Social Connectedness 25
Diverse Citizenship 26
Growth Mindset 26
Intelligence is Malleable 27
Motivation 28
Praise 29
Not Yet Mentality 30
Fixed Mindset 31
Summary 32
Chapter Three: Methodology 34
Site and Sample Selection 36
Instrumentation 38
Pre- and Post Survey 38
Interviews 39
Observations 41
Data Collection 41
Confidentiality 41
Data Analysis 42
Trustworthiness and Credibility 42
Timeline 43
GROWTH MINDSET IMPACT ON STUDENT THRIVING
6
Chapter Four: Results 44
Study Context 44
Findings 45
Observations 45
Description of Participants 46
Research Question One 47
Sub-Question One of RQ1: Academic 53
Sub-Question Two of RQ1: Intrapersonal 56
Sub-Question Three of RQ1: Interpersonal 58
Results 61
Research Question Two 61
Sub-Question One of RQ2: Growth Mindset 62
Sub-Question Two of RQ2: Academic 66
Sub-Question Three of RQ2: Intrapersonal 68
Sub-Question Four of RQ2: Interpersonal 70
Summary 75
Chapter Five: Discussion 77
Overview of Study 77
Summary of Findings 78
Implications of the Study 83
Recommendations 86
Conclusions 88
References 90
Appendix A: Survey Instrument: Thriving Quotient – Pre-Survey 97
Appendix B: Survey Instrument: Thriving Quotient – Post Survey 100
Appendix C: Growth Mindset Assessment 104
Appendix D: Interview Protocol 106
Appendix E: IRB Consent Form 108
Appendix F: Email Request for Participation 110
Appendix G: Observation Notes Template 111
GROWTH MINDSET IMPACT ON STUDENT THRIVING
7
List of Tables
Table 3.1: Student Demographics of Participants in the Study 37
Table 4.1: Description of Student Participants of Qualitative Contributions 46
Table 4.2: Student Perception of Thriving in Collegiate Life - Pre-Survey Results 48
Table 4.3: Student Perception of Thriving in Collegiate Life - Post Survey Results 48
Table 4.4: Independent t-test Results Comparing Pre- and Post Sample Population 49
- Thriving Quotient – Student Perceptions of Thriving
Table 4.5: Student Responses – Information Provided in Workshop was Meaningful 50
as a College Student
Table 4.6: Student Responses – Ability to Thrive in College Will Continue to 50
Improve After Workshop
Table 4.7: Growth Mindset Assessment – Comparison of Pre- and Post Survey 63
Reponses
Table 4.8: Independent t-test Results Comparing Pre- and Post Sample Population 65
- Growth Mindset Assessment (Questions 1-5)
Table 4.9: Independent t-test Results Comparing Pre- and Post Sample Population 65
- Growth Mindset Assessment (Questions 6-8)
Table 4.10: Thriving Quotient: Academic – Comparison of Pre- and Post 67
Survey Reponses
Table 4.11: Independent t-test Results Comparing Pre- and Post Sample 68
Populations – Thriving Quotient: Academic
Table 4.12: Thriving Quotient: Intrapersonal – Comparison of Pre- and Post 69
Survey Responses
Table 4.13: Independent t-test Results Comparing Pre- and Post Sample 70
Populations – Thriving Quotient: Intrapersonal
Table 4.14: Thriving Quotient: Interpersonal – Comparison of Pre- and Post 72
Survey Reponses
Table 4.15: Independent t-test Results Comparing Pre- and Post Sample 73
Populations – Thriving Quotient: Interpersonal
GROWTH MINDSET IMPACT ON STUDENT THRIVING
8
Table 4.16: Thriving Quotient: Overall Satisfaction – Comparison of Pre- and 74
Post Survey Reponses
Table 4.17: Independent t-test Results Comparing Pre- and Post Sample 75
Populations – Overall Satisfaction
GROWTH MINDSET IMPACT ON STUDENT THRIVING
9
List of Figures
Figure A: The five factors of thriving 20
Figure B: Elements of a psychological sense of community 25
Figure C: Differences in fixed and growth mindset 32
Figure D. Conceptual frameworks and research questions 35
Figure E: Thriving in the college environment 39
GROWTH MINDSET IMPACT ON STUDENT THRIVING
10
Abstract
This study utilized the two constructs of growth mindset and thriving in college to better
understand undergraduate student perceptions, resilience, mindsets, and insights into their
experiences and concerns. The purpose of this study was to examine the impact of growth
mindset workshops on undergraduate students’ knowledge and perceptions of their abilities to
thrive. This study also sought to determine emerging themes from student perceptions in hopes
of shedding some light on how to better support students’ persistence to graduation while
promoting thriving academically, intrapersonally, and interpersonally. A sample of 86
undergraduate students, ages 18-23, answered a 54-item survey assessing their insights,
satisfaction levels about their campus experiences, social interactions, academic experiences,
perspective of self, mindsets, and views of thriving. For the qualitative portion of this study, 8
students were interviewed about their insights on growth and fixed mindsets, as well as, their
perceptions of thriving in college. A mixed methods approach was implemented in this study to
promote a multifaceted concurrent triangulation during the data analysis. Independent sample t-
test analysis was conducted on the pre- and post survey data to determine statistical significance
of the impact of the five sections of the workshop. Findings from this study indicate that in fact
growth mindset workshops have a positive impact on students perceptions of their abilities to
thrive, increases their knowledge of growth mindset, and promotes the ability to incorporate
meaningful strategies to improve one’s mindset. This study begins to bridge the gap between
low graduation rates and the role mindsets play in students’ abilities to thrive, overcome
challenges and setback, learn from mistakes, and utilization of feedback to promote success.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
11
CHAPTER ONE: OVERVIEW OF THE STUDY
The research interest of this study was to examine the impact Growth Mindset workshops
had on undergraduate students’ ability to thrive in college. Empirical studies show that students
who are thriving are more likely to persist to graduation and have robust learning experiences
during their college years (Schreiner, 2013). Growth mindset research has proven multiple times
that traits, such as intelligence, can improve over time with effort (Dweck, 2006). This study
investigated the nuances of both constructs to determine possible learning outcomes for
undergraduate students, as well as, implications for the future with the hopes of finding
meaningful predictors and connections that could improve undergraduate students’ collegiate
experiences from start to finish.
Background of the Problem
As debt from student loans and frivolous spending have risen 84% since 2008, suicide
rates have continued to steadily increase as well each year since 2000 (American Foundation for
Suicide Prevention [AFSP], 2015; USA Today, 2015). Conversely, college graduation rates
have continued to decline and it is important to investigate what is going on in the lives of
undergraduate students ages 18 to 23 (National Center for Educational Statistics [NCES], 2015).
For more than a decade, educational institutions and policymakers have been concerned about
retention rates and persistence to graduation. About 59% of students who enrolled in a four-year
university in 2007 graduated within six years (NCES, 2015). A further breakdown of those
statistics from the NCES in 2015 concluded that at four-year institutions with open admissions
policies, only 34% of students completed a bachelor's degree within 6 years. NCES reports, at
four-year institutions where the acceptance rate was less than 25% of applicants, the six-year
GROWTH MINDSET IMPACT ON STUDENT THRIVING
12
graduation rate was 89%. These statistics show that there is a need to investigate ways to
improve institutional fit, retention, motivation, and persistence to graduation among students.
Many thriving college students are eager to start careers after graduation and in contrast,
many surviving undergraduate students lack determination and confidence to decide what to do
after college (Schreiner, 2010c). It is necessary to further understand what differentiates these
undergraduate students so drastically. Psychologists and educational researchers have
thoroughly studied motivation and academic achievement and many of their discoveries have
important implications for practice (O’Rourke, Haimovtiz, Ballwebber, Dweck, & Popovic,
2014). For example, there tends to be little intentionality in the way programs and services are
designed and student connections to those programs can be unclear (Schreiner, 2010c). Many
students feel disconnected from their university, coursework, and others on campus, which
hinders their ability to thrive in the collegiate setting (Schreiner, 2012). This feeling of
disconnect can disrupt students abilities to not only thrive, but to persevere, and succeed in life
past graduation.
Carol Dweck has been a researcher for over three decades, in which her extensive
research and findings have provided substantial empirical results to back up her groundbreaking
construction of the growth and fixed mindset theories. Dweck (2006) has proven that students
from all different backgrounds, with different ability levels, and different ages saw dramatic
improvement in their test scores and learning outcomes once they learned and adopted a growth
mindset. In contrast, students who held a fixed mindset did not persist when faced with
challenges and lacked resilience when dealing with a setback. This research could have
implications for undergraduate students’ ability to thrive, as well as, persist to graduation and
continue on to flourish as adults.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
13
Statement of the Problem
There are many variables to consider when looking at undergraduate students’ ability to
persist through to graduation. Persistence to graduation can take on a form of merely surviving
the college experience, while others experience the capacity to thrive. Although both surviving
and thriving students can achieve graduation, it is important to note the experiences are
drastically different. Bean (2005) asserts there is a large void missing from the literature on
contributors to individual motivation and the psychological processes that lead to students
engaging and fully benefitting from the collegiate experience (Schreiner, Pothoven, Nelson, &
McIntosh, 2009). The variance in experiences can alter students’ capabilities to be engaged
learners, practice academic determination, have a sense of social connectedness, exude a positive
perspective of self, and partake in diverse citizenship (Dweck, 2006; Schreiner, 2010b). An area
that needs further exploration is to identify and examine if there is an impact on students abilities
and perceptions to thrive academically, intrapersonally, and interpersonally in a college setting
by administering Growth Mindset workshops.
Purpose of the Study
The purpose of this study was to research and determine how to positively encourage and
foster undergraduate students’ abilities to thrive in college. By implementing a Growth Mindset
workshop, the intention is for students to gain new knowledge, new perspectives of their own
abilities, and to foster intrinsic motivation to persist to graduation. The ability to persist to
graduation and thrive during the college years has potential to positively impact the trajectory of
students’ careers and ultimately their lives. Furthermore, learning the constructs and attributes to
growth mindset is intended to position students to reach the highest level of the Revised Bloom’s
Taxonomy by moving from factual knowledge to the highest metacognitive knowledge
GROWTH MINDSET IMPACT ON STUDENT THRIVING
14
(Krathwohl, 2002). Krathwohl asserts by reaching the metacognitive knowledge phase, students
will gain awareness of strategic knowledge, knowledge about cognitive tasks, and self-
knowledge. Moreover, this metacognitive knowledge aids in propelling students through the six
cognitive processes: remember, understand, apply, analyze, evaluate, and finally to have the
ability and knowledge to create. By acquiring these skills, it is the intention that students will
then be able to tap into the constructs of thriving in college and the process becomes cyclical in
nature over time.
Research Questions
This was a mixed methods study consisting of both quantitative and qualitative research
questions. The research questions are as follows:
1. Is there a difference on the Thriving Quotient and Growth Mindset Assessment pre- and
posttest in undergraduate students who participate in a Growth Mindset workshop?
• Is there a difference in undergraduate students’ responses on the Growth Mindset
Assessment questions on the pre- and posttest who participate in a Growth
Mindset workshop?
• Is there a difference in academic thriving on the Thriving Quotient pre- and
posttest in undergraduate students who participate in a Growth Mindset
workshop?
• Is there a difference in intrapersonal thriving on the Thriving Quotient pre- and
posttest in undergraduate students who participate in a Growth Mindset
workshop?
GROWTH MINDSET IMPACT ON STUDENT THRIVING
15
• Is there a difference in interpersonal thriving on the Thriving Quotient pre- and
posttest in undergraduate students who participate in a Growth Mindset
workshop?
2. What is the impact of Growth Mindset workshops on undergraduate students’ perceptions
of thriving in a collegiate (4-year institution/university) setting?
• What is the impact of the Growth Mindset workshop on undergraduate students’
perceptions of academically thriving?
• What is the impact of the Growth Mindset workshop on undergraduate students’
perceptions of intrapersonal thriving?
• What is the impact of the Growth Mindset workshop on undergraduate students’
perceptions of interpersonally thriving?
Significance of the Study
The main constructs of this study, thriving in college (Schreiner, 2010a) and growth
mindset (Dweck, 2006), are two theories developed in the last decade based on extensive
research in their respective fields. Both holistic constructs are deeply rooted in empirical
research and show promising paradigm shifts in the world of education. A significant similarity
to note between these two constructs is the importance each places on focusing on what students
do well, at any age, and to build upon those skills over time. Dweck (2006) and Schreiner
(2010a) challenge the status quo by asserting the paradigm shift away from what students’ lack
and to begin spotlighting growth opportunities. However, these two constructs have not been
simultaneously paired together in higher education. Blumberg’s (2012) book review of Doyle’s
(2011) work, Learner-Center Teaching: Putting the Research on Learning into Practice,
explicitly notes the strong validity of Dweck’s growth mindset theory and that this compelling
GROWTH MINDSET IMPACT ON STUDENT THRIVING
16
research is not yet widely known by the majority of higher education faculty. Blumberg (2012)
states, Dweck’s research has important implications for college students and faculty today by
learning how to help them achieve new heights.
From a practitioner point of view, the implications of this study could inform important
practices to best serve undergraduate students in not only graduating, but also thriving
throughout the process. Thriving would consist of learning the lifelong skills of understanding
how to help themselves, being resilient in the face of setbacks, and navigating through the
complexity of an individual interacting well within their environment (Berea, Tsvetovat, Daun-
Barnett, Greenwald, & Cox, 2015; Dweck, 2006; Schreiner, 2010b). From an institutional point
of view, each year 41% to 54% of college students do not complete their degree, lowering
student retention rates nationwide, which could have otherwise been a measure of success for
those students and the universities they have chosen to attend (Choy, 2002; Horn, 2006;
Schreiner et al., 2009; NCES, 2015).
Limitations and Delimitations
There are five limitations to this study. The first limitation is the timeline for the data
collection spanned over fifteen weeks versus a whole calendar school year. The second
limitation of this study is generalizability as this was a mixed methods study being conducted at
only five college campuses across the country. There would need to be a more holistic
representation of the nation’s universities or a much larger sample size to ensure generalizability.
While the Thriving Quotient is being utilized as a pre- and post survey, and those results could
be generalizable, the study as a whole may be lacking in that way due to the qualitative portions
of the findings. The third limitation of this study is the nature of students’ self-reporting during
interviews cannot be controlled for full honesty in any study. The fourth limitation was not
GROWTH MINDSET IMPACT ON STUDENT THRIVING
17
being able to predict how many students would participate in the Thriving Quotient and the
interviews, as both were to be conducted under the terms of voluntary participation. The fifth
limitation of this study was the lack of a control group.
There was one delimitation within this study. The delimitation of this study is the
population selection as undergraduate students were being asked to volunteer to participate.
Graduate students and university employees were not extended an invitation to participate in this
study because the Thriving Quotient and Growth Mindset Assessment, or the pre- and post
survey instrument, is being used with the intent to survey undergraduate students.
Definition of Terms
Thriving Quotient (TQ) – “Is an instrument that was developed to measure academic, social, and
psychological aspects of a student’s college experience that are most predictive of academic
success, institutional fit, satisfaction with college, and ultimately graduation. The 25-items to
32-items on the TQ cluster into five scales: engaged learning, academic determination, positive
perspective, social connectedness, and diverse citizenship” (Schreiner, 2012).
Thriving in College – “Optimal functioning in three key areas that contribute to student success
and persistence: academic engagement and performance, interpersonal relationships, and
psychological well-being” (Schreiner, 2010a).
Growth Mindset – A growth mindset is the belief that traits, such as intelligence, are malleable
and can increase with effort over time (Dweck, 2006).
Fixed Mindset – A fixed mindset is the belief that traits, such as intelligence, are fixed and/or
uncontrollable (Dweck, 2006).
GROWTH MINDSET IMPACT ON STUDENT THRIVING
18
Organization of the Study
Chapter two will present an overview of the literature, providing a background on the
undergraduate population, the definition and components of thriving in collegiate life, and the
multiple aspects to growth and fixed mindset theories. The methodology used for this study is
described in chapter three. Chapter four will present the results of the study. Chapter five will
provide a discussion and review of the findings, relevant relationships to the literature,
implications to practice, recommendations for future research, and will provide conclusions.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
19
CHAPTER TWO: LITERATURE REVIEW
The following literature review will examine studies that illuminate two main bodies of
work, which consist of growth mindset and thriving as an undergraduate student in higher
education. Different aspects of motivation can be found woven through each body of work,
which will also be examined in this literature review. Carol Dweck’s growth mindset research
has established key components to the theory. These key components are praise, the role of
mistakes, intelligence is malleable, persistence, and in contrast, understanding the components of
a fixed mindset. The overarching theme of thriving in higher education is broken down into
three subcategories of academic thriving, interpersonal thriving, and intrapersonal thriving.
Undergraduate Population
For the purposes of this study, the undergraduate population is being categorized as any
student attending a four-year institution from the ages of 18 to 23. Undergraduate students
experience a great deal of change during this time period of their lives (Schreiner, 2012). For
many students, this is the first time they have been away from home, potentially taking on debt
in the form of student loans, and deciding on a major which essentially is making a
determination on a career path. Moreover, they must adapt to new friends, a new school and
learning environment, and ultimately a new life in a lot of cases. First year students are in need
of strategies for success because they are often the most vulnerable (Schreiner, 2010c).
Thriving in College
In this study, thriving is being defined as being fully engaged intellectually, socially, and
emotionally in the higher education setting (Schreiner, 2013). This definition of thriving is
derived from the theory of flourishing (Keyes, 2003; Keyes & Haidt, 2003; Seligman, 2011) and
the most predictive psychosocial factors that lead to retention of college students (Bean & Eaton,
GROWTH MINDSET IMPACT ON STUDENT THRIVING
20
2000; Berger & Milem, 1999). The theory of flourishing has primarily been studied in young
children or older adults where enthusiasm for life, productivity and engagement with others and
society, and resilience in the face of personal challenges were all present (Keyes & Haidt, 2003).
Schreiner et al. (2009) makes the essential distinction that the flourishing definition and previous
studies missed a critical component to college student success, which is the academic
component. Consequently, thriving in college was explicitly created and defined in five areas for
the college age student population, which is articulated in Figure A: The five factors of thriving.
These five factors were constructed from empirical research with the intent to promote academic
success, relational connections (Braxton, Hirschy, & McClendon, 2004; Keyes & Haidt, 2003),
exhibit the importance of optimism (Carver, Scheier, Miller, & Fulford, 2009) and subjective
well-being (Diener, Suh, Lucas, & Smith, 1999). These items have been predicted to ultimately
contribute to persistence to graduation and allow for the gain of maximum benefits from the
college experience (Bean & Eaton, 2000; Kuh, Kinzie, Schuh, & Whitt, 2005; Schreiner et al.,
2009).
Figure A. The five factors of thriving.
Engaged
Learning
Diverse
Ci/zenship
Social
Connectedness
Posi/ve
Perspec/ve
Academic
Determina/on
GROWTH MINDSET IMPACT ON STUDENT THRIVING
21
Importance of Thriving in Higher Education
As previously stated, nationally only about 50% of undergraduate students will graduate
from college within four to six years (NCES, 2015). The cultural capital involved with thriving
is the idea that some students, such as first-generation students, do not have an exemplar to
mirror and do not know what it takes to succeed, thus making it difficult to predict what is
necessary to move beyond merely surviving. Moreover, all people in unfamiliar environments
are unaware of what it takes to succeed in that particular environment when first starting out.
Louis (2008) states that strength development is key to success and that making an investment in
developing strengths is a multiplier of abilities in any setting, new or old.
Having a more holistic view of student success means seeing beyond academic
performance that lead to graduation rates. While universities all over the country value retention
and producing a large number of graduates annually, seeing beyond that main factor could
actually aid in increasing graduation and retention rates significantly. More importantly, looking
beyond academic performance alone means looking at students being engaged in the learning
process and investing effort into reaching important educational goals (Schreiner, 2010a).
Furthermore, this also means students are able to effectively manage their time and
commitments, make healthy connections with others, are optimistic about their future, feel
positive about their present choices, and have a commitment to making a meaningful difference
in the world around them (Schreiner, 2010b; Schreiner, 2010c; Schreiner, 2013).
The aspects of thriving in college are important because they lend themselves to
achieving success in many of the 21
st
century skills in which students are expected to show a
level of proficient understanding. Schreiner (2010a) states the components and characteristics
are five factors that have been labeled as positive perspective, engaged learning, academic
GROWTH MINDSET IMPACT ON STUDENT THRIVING
22
determination, social connectedness, and diverse citizenship. The previously mentioned
malleable features have been labeled into five subcategories that are then characterized under
three larger umbrellas of academic thriving, intrapersonal thriving, and interpersonal thriving.
Schreiner’s (2012) work asserts these factors can explain up to 24% of the variation in student
outcomes such as intent to graduate, grade point averages, learning gains, and perception of
institutional fit (Bean & Eaton, 2000; Schreiner, 2013). Schreiner’s (2010a) work highlights the
necessity for universities to begin making a paradigm shift from failure prevention to success
promotion.
Academic Thriving
Academic thriving is more than grades and meeting academic requirements (Schreiner,
2010b). Many students can be physically present, but psychologically absent. Students who are
successful academically make an effort to be engaged in the learning process (Schreiner &
Louis, 2006), exhibit self-regulated and self-determination behaviors (Pintrich, 2004; Ryan &
Deci, 2000; Schreiner, et al., 2009), make an effort to interact with peers and faculty members
(Pascarella & Terenzini, 2005), and invest substantial effort to their knowledge by asking
essential learning questions and being mindful of learning opportunities (Langer, 1997; Robbins,
Allen, Casillas, Peterson, & Le, 2006). Goal-directed thinking (Snyder, Shorey, Cheavens,
Pulvers, Adams, & Wiklund, 2002) and the ability to demonstrate environmental mastery (Ryff,
1989) are also important parts of the academic journey. Academic thriving comprises the
aforementioned components into two key aspects, engaged learning and academic determination,
which are discussed in the following sections (Schreiner, 2010b).
Engaged learning. This type of engagement is being defined as, “a positive energy
invested in one’s own learning, evidenced by meaningful processing, attention to what is
GROWTH MINDSET IMPACT ON STUDENT THRIVING
23
happening in the moment, and involvement in specific learning activities” (Schreiner & Louis,
2006, p. 9). This definition is meant to include both behavioral and psychological aspects, as
well as, encompass certain facets of engagement such as being a student who is energized, asks
good questions, and actively participates (Schreiner et al., 2009). First, meaningful processing is
supported by making connections between what is already known and new information, which
leads to deep learning that is part of a more complex knowledge structure (Tagg, 2003). Second,
focused attention draws upon mindfulness where students are psychologically present, notice
what is new and different, and are able to see different perspectives on an issue (Langer, 1997).
Finally, active participation may be directly visible by faculty, but it is actually the smallest part
of being an engaged learner (Schreiner, 2010b; Schreiner & Louis, 2006). Students can be very
engaged in learning and instruction, but show little visual signs and vice versus being noticeably
involved may mean very little to deep, meaningful, engaged learning (Schreiner & Louis, 2006).
Academic determination. Academic determination is behaviors and attitudes that
enable students to push through challenging times and persist in reaching academic goals
(Schreiner, 2010b). Investment of effort, self-regulated learning, environmental mastery, and
goal-directed thinking are the four key areas that attribute to academic determination (Tagg,
2004). When students are able to be motivated, goal-setters, and self-regulated learners they are
more likely to persistent to graduation and have a sense that the college experience is fulfilling
(Schreiner, 2010b; Tagg, 2004). Self-regulated learning is the ability to take control of your own
learning beyond merely finishing a task (Tagg, 2004). Investment of effort is persisting to finish
a task, but it is also making the connection that effort is directly related to success (Dweck,
2006). Ryff (1989) refers to environmental mastery as the ability to experience success and to
cope with college life. Lastly, goal-directed thinking as Snyder (1995) would describe, it is
GROWTH MINDSET IMPACT ON STUDENT THRIVING
24
simply having hope. Hope in this regard means students have the ability to set important goals
and to see them through by investing the time and energy to overcome obstacles and to approach
these experiences with more zest (Schreiner, 2010b; Snyder, 1995).
Intrapersonal Thriving
Positive perspective. Developing a healthy attitude about oneself is meaningful
regarding the learning process as well. Having a positive perspective includes not only an
optimistic view, but also viewing reality as it is, which enables students to proactively cope with
it (Carver et al., 2009; Schreiner, 2010a). Students, who have a positive perspective, have a
broader and more long-term view when something happens to them (Schreiner, 2010b). In fact,
optimism (Carver et al., 2009) and subjective well-being (Diener et al., 1999) are the combining
factors that may reflect institutional commitment and loyalty, which are important constructs
within retention models (Bean & Eaton, 2000; Schreiner, 2009; Tinto, 1993). Being positive on
a regular basis benefits learning opportunities and produces higher levels of satisfaction
(Schreiner, 2010a).
Interpersonal Thriving
Most studies conclude that relationships play a role in positive life outcomes; whether it
is psychological well-being, physical health, or student success, relationships are a valuable
aspect to college life (Bean, 2005; Schreiner, 2010c). Thriving students are distinguished and set
apart from others based upon this aspect of thriving in college because of their ability to
appreciate differences, new perspectives, and new opportunities to learn from others. Bean’s
(2005) research on student retention in college directed him to better understanding how
important relationships are for achieving social connectedness, which the research showed was
essential for retention. Another aspect of interpersonal thriving is being defined as, “the
GROWTH MINDSET IMPACT ON STUDENT THRIVING
25
openness and valuing of differences in others and active involvement with others to make the
world a better place,” which is essential to the thriving construct (Schreiner, 2010c, p.8).
Social connectedness. Thriving students are connected on and off campus in strong
ways through healthy relationships and having a sense of community on campus (Schreiner
2010c). College is a time to build relationships, network, and expand how one views
relationships and the world. Membership, Relationship, Ownership, and Partnership are the four
types of connectedness to others as described in Figure B below. College students will usually
have the opportunity to experience all four of these types of relationships given their willingness.
Many students will experience different forms of partnerships, maybe for the first time, during
their collegiate experience. For example, “service learning promotes partnership between
students and community members, while internships and cooperative education programs can
foster student partnerships with local agencies and businesses” (Schreiner, 2010c, p.8).
Figure B. Elements of a psychological sense of community (Schreiner, 2013).
Membership
• Sense
of
belonging
and
valida/on
• Symbols,
signs,
rituals,
tradi/ons
Rela/onship
• Shared
emo/onal
connec/on
• Opportuni/es
for
posi/ve
interac/ons
Ownership
• Student
voice
and
contribu/on
• MaEering
to
the
ins/tu/on
Partnership
• Interdependence
• Shared
goals
GROWTH MINDSET IMPACT ON STUDENT THRIVING
26
Diverse citizenship. Gurin, Dey, Hurtado, and Gurin (2002) describe the benefits of
openness to diversity as obtaining greater critical thinking skills, active engagement in learning,
principled reasoning, and higher academic confidence. Thriving students take time to help
others and want to make a difference in the world among all different types of people from
diverse backgrounds (Miville et al., 1999; Schreiner et al., 2009). The concepts of citizenship
are important because one size does not fit all and students thrive when they feel individuality is
respected (Tyree, 1998). Keyes’ (2002) research shows that an essential aspect of positive
mental health and life satisfaction is the element of social well-being, thus being an important
component of thriving in college.
Growth Mindset
Growth mindset has evolved from decades of research on self-theories, motivation, and
student achievement. Additionally, growth mindset is referred to as an incremental self-theory
that can change and develop over time. While growth mindset can be applied to many different
areas of life, such as sports training (Dweck, 2006), relationships (Kammrath & Dweck, 2006;
Dweck, 2008), careers and demanding business tasks (Kray & Haselhuhn, 2007), parenting and
infant relationships (Johnson, Dweck, & Chen, 2007), and personality traits (Dweck 2000;
Dweck, 2008), the focus here will be applied in the context of education. Growth mindset is
considered an implicit theory about the malleability of human characteristics such as academic
and social resilience (Dweck, Chiu, & Hong, 1995; Dweck, 2006). Dweck (2006) emphasizes
that people with growth mindsets seek challenges to stretch themselves. In fact, research
suggests an actual passion for growing and stretching themselves is displayed during
participation in difficult tasks or even when being presented an idea that requires risk, effort, and
potential failure (Dweck & Sorich, 1999; Dweck, 2000; Dweck, 2008; Hong, Chiu, Dweck, Lin,
GROWTH MINDSET IMPACT ON STUDENT THRIVING
27
& Wan, 1999). Despite the challenges and setbacks that may exist in a growth mindset person’s
life, their interest levels remain consistent and they view difficulty as an opening to learn
something new (Blackwell, Trzesniewski, & Dweck, 2007; Dweck 1999; Nussbaum & Dweck,
2008; Yeager & Dweck, 2012). While these individuals are not immune to the pain and sting of
failure, they do not let failure define who they are or their belief in their own abilities (Dweck,
2006). Consequently, studies have shown this type of mindset is what allows people to prosper
during the most challenging issues, days, and times in their lives (Dweck, 2006).
According to Dweck et al.’s (1995) research, which has continued to be affirmed over the
last twenty years, intelligence can be developed. Blackwell et al. (2007) makes an important
distinction in relation to growth mindset by stating that the belief in incremental development in
intelligence is different from the belief that all individuals possess the same potential. Growth
mindset specifically states that individuals can increase intelligence through effort (Dweck,
2006). This ability to develop intelligence has been found to lead to a desire to learn and a
willingness to be open to learning opportunities (Dweck, 2006). A student’s desire to learn has a
tendency to promote resilience and persistence in the face of setbacks (Pintrich, 2004; Yeager &
Dweck, 2012), embrace challenges as learning opportunities (Blackwell et al., 2007; Nussbaum
& Dweck, 2008), view effort as the path to mastery (Mangels, Butterfield, Lamb, Good, &
Dweck, 2006; Mercer & Ryan, 2009), and allow for criticism and feedback to be seen as learning
tools (Mueller & Dweck, 1999).
Intelligence is Malleable
Dweck (2014) asserts that we can grow our brain’s capacity to learn and solve problems
from adapting and embracing the components of a growth mindset. The neurons in the brain can
form new connections, stronger connections, and over time students can get smarter (Dweck,
GROWTH MINDSET IMPACT ON STUDENT THRIVING
28
2014). Neuroscience research supports that when the brain struggles with a concept, topic, or
idea, that struggle grows new neural connections (Moser, Schroder, Heeter, Lee, & Moran, 2011;
Yeager & Dweck, 2012). Neuroplasticity is defined as the brain’s potential to reorganize by
creating new neural pathways. It is the ability of the brain and nervous system to change
structurally and functionally as a result of input from the environment. Sharing this information
with students is more effective when experiments are paired up with neuroscientific data because
it enhances a compelling argument, which makes it more captivating for students (Weisberg,
Keil, Goodstein, Rawson, & Gray, 2008). Dweck (2014) described Moser et al.’s (2011) study
by stating, “Scientists measured the electrical activity from the brain as students confronted an
error. On the left, you see the fixed mindset students. There's hardly any activity. They run
from the error. They don't engage with it. But on the right, you have the students with the
growth mindset, the idea that abilities can be developed. They engage deeply. Their brain is on
fire with ‘yet’. They process the error. They learn from it and they correct it.”
Motivation
Motivation in the field of education is perhaps more widely researched than any other
topic for it is a foundational concept and is an important section to investigate in relation to
student achievement. There are variables to consider when determining gaps in motivation or
things that may impact motivation. These variables consist of self-efficacy and competency
beliefs, attributions and control beliefs, value (importance, intrinsic, utility, and cost), goal
content, and goal orientation (Pintrich, 2003). In regards to implicit theories, such as growth and
fixed mindsets, beliefs, values, and goal orientation particularly impact persistence (Dweck,
2006). Decades of empirical research have provided compelling evidence that one’s mindset,
growth or fixed, has a significant effect on motivation, persistence, and performance, particularly
GROWTH MINDSET IMPACT ON STUDENT THRIVING
29
when one is faced with a challenge or setback (Deci, 1975; Dweck, 2000; Dweck, 2006; Kohn,
1993; Mueller & Dweck, 1998; Pintrich, 2003). In many studies, Dweck has been able to show
students with a growth mindset consistently persist through challenges, setbacks, and mistakes
because they hold the belief that failure is not a permanent condition (Dweck 2006; Pintrich,
2003). Studies have also shown that some students respond to challenges by gaining
competency, doubling their efforts, and persist, while other students feel they lack the requisite
skills or respond with helplessness (Burnett, VanEpps, O’Boyle, Pollack, & Finkel, 2013).
Additionally, helplessness is an attribute that is learned and encompasses both low motivation
and low achievement (Dweck 1986; Dweck & Leggett, 1988), which has been negatively
associated with academic success (Dweck, 1975). Typically, if a student is struggling with
motivation and experiences failure or challenging situations in school, they exhibit a learned
helplessness response to the encounter (Rattan, Good, & Dweck, 2012).
Mueller and Dweck’s (1998) work on praise and motivation was a combination of six
studies they conducted, which provided prominent evidence for the differential effects of praise
on behaviors and beliefs. This work highlights key aspects that lay the groundwork for the many
future studies to come on performance and persistence in academics. For example, their findings
presented implications for how students respond to being praised for effort and being praised
solely on traits, such as intelligence. Additionally, the studies found trait praise to lower levels
of task enjoyment, performance, and task persistence when faced with setbacks or negative
feedback. However, in contrast, those students’ counterparts who were praised for effort
experience different outcomes in their continued interest to improve, presented higher levels of
interest for strategy-related information and placed higher values for learning opportunities.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
30
Praise. The manner in which students are praised can effect the way they see
themselves, their abilities, mistakes, and motivation to persist (Cimpian, Arce, Markman, &
Dweck, 2007). In Cimpian et al.’s (2007) study, students who received generic praise exhibited
significantly more helpless behaviors than those students who received non-generic praise.
Generic praise focuses in on performance and implies importance upon traits, such as being
smart or focusing on talent that requires little to no effort (Cimpian et al., 2007; Kamins &
Dweck, 1999). In contrast, non-generic praise focuses on the process, effort, strategies, and the
ability to change over time (Cimpian et al., 2007; Dweck, 2014). Dweck (2014) asserts process
praise helps students to become resilient. “We can praise wisely, not praising intelligence or
talent. That has failed. Don't do that anymore. But praising the process that kids engage in:
their effort, their strategies, their focus, their perseverance, and their improvement. This process
praise creates kids who are hardy and resilient” (Dweck, 2014).
Not yet mentality. Dweck (2014) proclaims there is power in believing in “not yet”
because students can learn from mistakes and can expand their capacities over time. Dweck
went on to state, “Just the words "yet" or "not yet," we're finding, give kids greater confidence,
give them a path into the future that creates greater persistence. And we can actually change
students' mindsets. In one study, we taught them that every time they push out of their comfort
zone to learn something new and difficult, the neurons in their brain can form new, stronger
connections, and over time they can get smarter.” Finding ways to reward the idea of “yet”
provides students with the opportunity to visualize progress or improvements, and reinforces
following through with the process of learning something new (O’Rourke, Haimovitz,
Ballweber, Dweck, & Popovic, 2014). Making the paradigm shift to effort, strategy, and
GROWTH MINDSET IMPACT ON STUDENT THRIVING
31
progress promotes process improvement, engagement, and persistence (O’Rourke et al., 2014;
Dweck, 2014).
Fixed Mindset
Dweck (2006) defines fixed mindset, or entity theory, as having the mindset that traits are
set and unchangeable, which creates urgency for one to have validation of their fixed abilities
over and over. Individuals will perceive the nature of their own characteristics differently, by
viewing motivation, abilities, and personality traits as either malleable, which is the ability to
grow or decline, or they view these traits as fixed or unmovable and stable (Karwowski, 2014).
Research has shown that holding a fixed or growth mindset in regards to one’s abilities translates
into effectiveness of well-being, functioning, learning goals and level of school satisfaction
(Dweck et al. 1995; Dweck & Leggett, 1988; Dweck 2006; Karwowski, 2014; Mueller &
Dweck, 1998). With a fixed mindset, every situation requires confirmation of one’s talents,
abilities, intelligence, personality, or character because people with a fixed mindset believe
success or failure defines who they are in every setting (Dweck, 2006).
Fixed mindset people are more comfortable and successful in environments where goals
are safely within reach and when challenges arise they quickly lose interest (Dweck, 2006).
Moreover, Dweck asserts that safety and success are still not enough for a person with a fixed
mindset, they have the expectation that abilities should be present prior to learning being taken
place and should strive to appear flawless at all costs. Fixed mindset people avoid fixing their
failures and move toward fixing their self-esteem by often times blaming others or making
excuses. Being able to prove talents through effortless success is the preference of the fixed
mindset person. In Nussbaum and Dweck’s (2008) study, they reported students shared that they
would look for someone who did worse than they did on a test to feel better about themselves.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
32
Neuroscience supports this notion by finding that the research has shown students with a fixed
mindset avoid challenges and do not engage with the challenge and run from an error (Moser et
al., 2011).
Figure C: Differences in fixed and growth mindsets. Copyright Nigel Holmes.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
33
Summary
Undergraduate students face numerous transitional challenges after leaving home, many
for the first time, and need support in not only developing a growth mindset, but to learn to thrive
in collegiate life as well. By developing a growth mindset, students could be able to face
challenges and setbacks with determination and resilience (Dweck, 2006). Thriving college
students are engaged in the learning process, invest effort to reach important educational goals,
and manage time and commitments effectively (Schreiner, 2010a; Schreiner, 2010b). These
students also connect in healthy ways to other people, are optimistic about their future and
positive about present choices, and are committed to making a meaningful difference in the
world around them (Schreiner, 2010c).
GROWTH MINDSET IMPACT ON STUDENT THRIVING
34
CHAPTER THREE: METHODOLOGY
The purpose of this research study was to examine the impact Growth Mindset
workshops have on students’ abilities to thrive and students’ perceptions of thriving in college.
To achieve this purpose, instruments that permit a mixed methods analysis to effectively address
the research questions were utilized to collect data. The concurrent triangulation approach will
allow for opportunities to collect copious data in the time period allotted for this study (Creswell,
2009).
The quantitative portion of this study utilized a pre- and post survey to examine if there is
a difference in students’ mindsets, knowledge, and perceptions in regards to thriving in college
as previously defined, after participating in a Growth Mindset workshop.
The qualitative research of this study had many components to consider, not only before
the start of collecting data, but during the entire process as well (Creswell, 2009). The research
design and methods, such as sample selection, access to interviewees and observation sites,
protocols for interviews and observations, and data collection approaches were the essential
components to thoughtfully and intentionally thinking through the data collection process
(Bogdan & Biklen, 2007; Maxwell, 2013; Merriam, 2009; Patton, 2002; & Weiss, 1994).
Conducting research for this study using a mixed methods approach was important
because the research questions are designed to understand undergraduate students’ perceptions
toward thriving in college, as well as, using quantitative data to assess impact of Growth Mindset
workshops on the thriving components (Maxwell, 2013; Merriam, 2009; Patton, 2002; Weiss,
1994). The research questions were designed to help focus the study and to give guidance on
how to conduct this study (Creswell, 2009). The nature of the research questions called for an
in-depth, nuanced approach when collecting the data, as well as, relying on quantitative methods,
GROWTH MINDSET IMPACT ON STUDENT THRIVING
35
Research Questions
1. Is there a difference on the Thriving Quotient and Growth Mindset Assessment pre- and
posttest in undergraduate students who participate in Growth Mindset workshops?
2. What is the impact of Growth Mindset workshops on undergraduate students’ perceptions of
thriving in a collegiate (4-year institution/university) setting?
such as pre- and post surveys. Weiss (1994) stated some important reasons for conducting
qualitative interviews in a study, such as, developing detailed descriptions, integrating multiple
perspectives, describing a process, developing a holistic description, learning how events are
interpreted or perceived, and being able to bridge inter-subjectivities. In order to effectively and
appropriately address the research questions, interviews and observations will need to be
conducted for the reasons previously described.
Figure D. Conceptual frameworks and research questions.
CONCEPTUAL FRAMEWORKS
Thriving in higher education is broken down into three subcategories of
academic thriving, interpersonal thriving, and intrapersonal thriving.
Growth mindset is referred to as an incremental self-theory where one’s abilities
are malleable, which can change and develop over time.
PROBLEM OF THE STUDY
Persistence to graduation can take on a form of merely surviving the
college experience, while others experience the capacity to thrive.
PURPOSE OF THE STUDY
The purpose of this study is to research and
determine how to positively encourage and
foster undergraduate students’ abilities to
thrive in college.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
36
Site and Sample Selection
Maxwell (2013) refers to gaining access to participants and sites as negotiating research
relationships and refers to people who may facilitate or interfere with the data collection as
‘gatekeepers.’ Maxwell then goes on to explain that the nature of the relationships and the
nature of the rapport should be the emphasis. This emphasis requires reflection on conscious and
unconscious decisions, the understanding that these are design decisions, and can help maintain
or hinder working research partnerships (Maxwell, 2013; Weiss, 1994). Consequently, the site
selection and sample population was chosen purposefully to enhance the opportunity of
collecting rich data samples (Patton, 2002).
Five universities were selected to participate in this study. Two universities reside on the
west coast, two reside on the east coast, and one university was in the Midwest. There were two
private and three public institutions represented in this study. The student populations on these
campuses ranged from 1,394 to 50,950. The acceptance rates of these universities, as reported at
the end of the 2015-year on the schools’ websites, are as follows 16.5%, 38.6%, 39.7%, 52%,
and 56%. The locations varied from urban to suburban settings.
The Growth Mindset workshops were implemented and presented to undergraduate
students in the Spring of 2016. Participation in the Growth Mindset workshop was strictly
voluntary. The sample selection was all undergraduate students who agreed to participate in the
data collection portion of the workshops, as well as, participated during the Growth Mindset
workshop in the Spring of 2016. Of the 102 students who attended 1 of the 7 workshops
provided, 86 students agreed to participate in the data collection portion of the study. Students
were asked to sign an informed consent form and if they would be willing to voluntarily
participate in the pre- and post survey called the Thriving Quotient. Furthermore, there was a
GROWTH MINDSET IMPACT ON STUDENT THRIVING
37
random selection of eight students to participate in an interview. This sample population
selection came from volunteers at the workshops, which were randomly selected from the list of
participants who indicated on the pre- survey that they would be willing to be interviewed.
Below in Table 3.1 is the breakdown of the student demographics of the participants in the study.
Table 3.1
Student Demographics of Participants in the Study
Race/Ethnicity:
African-American/Black
American Indian/Alaskan Native
Asian-American/Asian/
Native Hawaiian/Pacific Islander
Caucasian/White
Latino/Hispanic
Multiracial
22%
1%
8%
55%
9%
5%
Gender:
Female
Male
63%
37%
Age:
18 – 20
21 – 23
48%
52%
First Generation Students:
Yes
No
25%
75%
Note: n=86.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
38
Instrumentation
This study supported the mixed methods design by implementing a concurrent
triangulation strategy through utilizing pre- and post surveys, interviews, and observations to
collect rich data simultaneously over the course of a fifteen-week period. Creswell (2009) asserts
that this is a traditional and advantageous mixed methods model because most researchers find
the results to be well validated and substantial. Moreover, an important note about the timing of
the post surveys, they were intentionally given immediately following the workshop to reduce
any outside sources impact on the student responses (McEwan & McEwan, 2003).
Pre- and post survey. The Growth Mindset Assessment questions embedded in the pre-
and post surveys evaluated the students’ knowledge of the theory both before and after the
workshop. This initial understanding was important to estimate if student knowledge about
growth and fixed mindsets increased, would their perceptions of their abilities change as well.
The Thriving Quotient is being used as a pre- and post survey to collect quantitative data
about the impact of Growth Mindset training on undergraduate students’ ability to thrive in
college. Fink (2013) explains the importance of pilot testing survey questions, particularly the
inquiries for self-administered questionnaires because verbiage and suitable construction of
questions are critical to results. By 2012, the Thriving Quotient had been used on 20,636
undergraduate students across 92 institutions and the psychometric properties are highly reliable
(Schreiner, 2012). The Thriving Quotient started out with 198 items, which has since been
reduced to 32 items and as low as 25 items. The revised version of this instrument of 25 items
was divided into five scales with a high reliability and internal consistency of Cronbach’s alpha
= .91. Schreiner (2012) shares that each scale meets the national standard of reliability as
follows: 1) Engaged Learning alpha = .85, 2) Diverse Citizenship alpha = .80, 3) Academic
GROWTH MINDSET IMPACT ON STUDENT THRIVING
39
Determination alpha = .83, 4) Positive Perspective alpha = .83, and 5) Social Connectedness
alpha = .81. Finally, the hierarchical multiple regression analysis of the Thriving Quotient
indicated that it explained an additional 8% to 24% of the variation in student success outcomes
in grade point average, learning gains, intent to graduate, and institutional fit (Schreiner, 2012).
Figure E: Thriving in the college environment.
Interviews. Maxwell (2013), Merriam (2009), and Patton (2002) explicitly discuss
qualitative characteristics and the importance of being able to understand the unseen, such as
perceptions, through interviews. Patton (2002) comments on being able to learn from others
about the unobservable, such as thoughts, feelings, and perceptions, which cannot be seen or
observed from the outside looking in. In this study, interviews allowed the researcher to gather
information from others about their stories, as well as, give participants the opportunity to
articulate their experiences in detail (Merriam, 2009; Patton, 2002; Weiss, 1994). The purpose
of the qualitative research questions is seeking to better understand the participants’ perceptions
of their own thriving in college. Many of the participants’ experiences may or may not be fully
represented in the pre- and post survey and past experiences cannot be replicated; therefore,
Academic
Engaged
Learning
Academic
Determination
Intrapersonal
Positive
Perspective
Interpersonal
Social
Connectedness
Diverse
Citizenship
GROWTH MINDSET IMPACT ON STUDENT THRIVING
40
interviews are an essential way to uncover the necessary detailed data for this study (Merriam,
2009).
Patton (2002) discusses the difference between informal conversation, interview guide
approach, standardized open-ended, and closed-fixed response interviews. This study utilized a
standardized open-ended interview when meeting with participants. Using a standardized open-
ended interview instrument means the wording and sequence of the questions are determined
before the interview starts, all interviewees will be asked the same basic questions in the same
order, and the questions are worded open-endedly to encourage interviewees to answer with rich
descriptions and plenty of details (Creswell, 2009; Patton, 2002). Patton states that this method
also allows for probes throughout the interview to facilitate descriptive data. While there is little
flexibility with this method, it is a strong choice for this study because it allows for structure to
capture meaningful connections, if there are any present (Patton, 2002). Each interview was
scheduled to take about thirty to forty-five minutes, but allowed for more time when needed
based on participant responses.
Part of the protocol consisted of maintaining positive rapport throughout the interview
process (Merriam, 2009). Before the interview started, it was important to participate in
informal conversation, be open to participant questions, and seek clarity when necessary. At the
conclusion of the interview, Amazon gift cards were given out to show appreciation for the
participants’ time. Another portion of the interview protocol was ensuring the questions were in
alignment with what good qualitative questions look like such as feeling questions, knowledge
questions, opinion questions, and value questions (Creswell, 2009; Merriam, 2009; Patton,
2002). Finally, the interview protocol heeded to Merriam (2009) and Patton’s (2002) suggestion
of staying away from asking many ‘why’ questions and saving the background and demographic
GROWTH MINDSET IMPACT ON STUDENT THRIVING
41
questions until the end of the interview as it can make a participate feel disconnected from the
content of the interview.
Observations. Another important component to investigating the research question
further through a qualitative framework is by observing behavior and settings to aid in
discovering rich and descriptive data (Bogdan & Biklen, 2007; Merriam, 2009). Being able to
obtain rich and descriptive data through observations and interviews is not only essential in
qualitative research, but it is the most appropriate way to address the stated research question for
this study (Maxwell, 2013; Weiss, 1994). Collecting data qualitatively allows for themes or
patterns to evolve and emerge (Patton, 2002). Merriam (2009) states elements that are likely to
be present during an observation, such as the physical setting, the participants, activities and
interactions, conversations, subtle factors, and the researchers own behavior, can provide
emergent data.
Data Collection
Data was collected over a fifteen-week time period on undergraduate students’
perceptions of thriving (academically, intrapersonally, and interpersonally) in college and on the
impact of Growth Mindset workshops on undergraduate students’ ability to thrive in college.
This quantitative and qualitative data was collected utilizing the Thriving Quotient and Growth
Mindset Assessment as the pre- and post surveys, interviews with voluntary participants, and
observations of the student interactions during the Growth Mindset workshops.
Confidentiality
All data collected, identifying names and characteristics of the university, and
observational settings were given generic titles to protect the identity of the participants
(Maxwell, 2013). The storage of all data was on password-protected devices, such as a personal
GROWTH MINDSET IMPACT ON STUDENT THRIVING
42
computer and all online storage took place on a secure server. Any field, interview, and
observational notes were stored in a locked cabinet.
Data Analysis
The data collected was analyzed by open-coding the interviews for emerging themes, as
well as, triangulating the data with observations and quantitative data. Another data analysis
technique that was used in this mixed methods study was by comparing and contrasting the pre-
and post Thriving Quotient and Growth Mindset Assessment results to evaluate effect or lack
thereof among the sample populations upon completion of this study. Moreover, independent
sample t-tests were conducted to assess statistical significance among five portions of the data
collected.
Trustworthiness and Credibility
Credibility and trustworthiness are critically important to any study because they can
make or break the validity of the findings. Qualitative research is interpretative and therefore
must acknowledge that all findings are relative to the relationships between the purpose and the
circumstances of the study (Maxwell, 2013; Miles et al., 2014). Consequently, the first step
incorporated was to ensure credibility through triangulation of multiple sources of data and data
collection methods (Maxwell, 2013; Merriam, 2009). Another step incorporated to promote
credibility and trustworthiness was to conduct member checks with the volunteer undergraduate
students being interviewed (Merriam, 2009). It was important to check with participants to
verify if the information shared was properly translated, as well as, to discuss interpretations
from observations of their Growth Mindset workshop. An audit trail was kept throughout this
study and data collection process to ensure perspectives were not lacking in detail and data was
reported appropriately, which can be helpful in the development of rich descriptions (Merriam,
GROWTH MINDSET IMPACT ON STUDENT THRIVING
43
2009). Finally, the credibility and trustworthiness of the Thriving Quotient was strong due to the
high reliability of the instrument having been tested on over 20,000 undergraduate students over
the course of five years with an internal consistency estimated as Cronbach’s alpha = .91
(Schreiner, 2012).
Timeline
The timeline for collecting data was from the mid-January, 2016 to mid-May, 2016. Data
analysis took place during the collection, as well as, after data collection from mid-March, 2016
through May, 2016.
January, 2016 – April, 2016 – Pre-Survey of Thriving Quotient and
Growth Mindset Assessment
February, 2016 – May, 2016 – Workshops and Observations
April, 2016 – May, 2016 – Interviews
March, 2016 – May, 2016 – Post Survey of Thriving Quotient and
Growth Mindset Assessment
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44
CHAPTER FOUR: RESULTS
In this chapter, the results and findings of this study will be presented in the form of
statistical outcomes, as well as, rich student descriptions will be shared to address the research
questions: 1.) What is the impact of a Growth Mindset workshop on undergraduate students’
perceptions of thriving in a collegiate (4-year institution/university) setting? 2.) Is there a
difference on the Thriving Quotient and Growth Mindset Assessment pre- and posttest in
undergraduate students who participate in a Growth Mindset workshop? The data analysis will
follow the procedures of concurrent triangulation where the qualitative and quantitative data
either support or disconfirm the validity of the results (Creswell, 2009). In this study, the results
have been cross-validated and tend to support each of the theories in which they originated from
initially.
Study Context
This study took a mixed methods approach to examine the impact a Growth Mindset
workshop would have on undergraduate students’ perceptions of thriving in collegiate life.
There were 102 students from five 4-year universities across the country in attendance at 1 of the
7 Growth Mindset workshops offered during the study window. Of the 102 students in
attendance, 86 opted to participate in the data collection portion of the workshops. These
students filled out pre- and post surveys, participated in group discussions, asked questions
during the workshops, and were given the opportunity to volunteer to be interviewed. 8 of the 86
students were interviewed following the workshop he or she attended. Each interview conducted
took roughly 45 to 60 minutes, depending on the length of time students were willing to share
their insights. Four of the workshops were held on the school campuses in person and three
workshops were hosted virtually through an online platform, which was streamed into a
GROWTH MINDSET IMPACT ON STUDENT THRIVING
45
classroom setting. Each workshop ranged from 60 to 90 minutes depending on the length of
student discussion, as well as, time allotted by the school site or hosting point of contact.
Findings
The majority of the findings shared in this section will be qualitative in nature as the
emerging themes are sourced from interview responses, observations and comments made during
the workshop, as well as, utilizing information shared in the open-ended portion of the surveys.
However, given the nature of the concurrent triangulation approach, some statistical results will
be shared to cross-validate the qualitative outcomes (Creswell, 2009).
Observations
Many observations were documented throughout the course of this study from professor
and university site receptiveness, to student discussions, and student participation. Furthermore,
observations were documented on the connection between student questions and workshop
information being presented, as well as, comparing the survey responses with students verbal
responses during the workshop. Although further research may be required, it was observed that
the more excited or interested the hosting professors or universities were about the topics being
presented, the more students participated openly during group discussions. Students appeared to
ask more questions in the sites where there was a clear demonstrated interest in the topics. Six
out of the seven workshops had about an 80% or higher participation rate, where students were
navigating through reflective practices, asking clarifying questions, and giving feedback and
personal insights on the topics presented. Another noteworthy observation was the connection
many students were making to their coursework and past experiences. This was an important
observation because it was displaying and confirming the congruency and appropriateness of
these concepts, which continued to appear to be relative to this age group of students. As the
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46
qualitative data is being reported, cross-validation will be shared between observations and the
multifaceted student responses in the next section.
Description of Participants
As detailed in Table 4.1, a description of the students who made qualitative contributions
in this study are provided for another layer of understanding to the perspectives being discussed.
Table 4.1
Description of Student Participants of Qualitative Contributions
Participant Demographics Session Attended Contribution Shared
Student 1 Gender: Female
Class: Sophomore
Major: Education
Virtual Classroom Interview
Student 2 Gender: Female
Class: Junior
Major: Education
Virtual Classroom Interview
Student 3 Gender: Female
Class: Freshman
Major: Undecided
On-Campus Session Group Discussion
Student 4 Gender: Male
Class: Senior
Major: Undisclosed
Virtual Classroom Open-Ended Survey
Response
Student 5 Gender: Female
Class: Sophomore
Major: Political Science
On-Campus Session Interview
Student 6 Gender: Male
Class: Junior
Major: Exercise Science
On-Campus Session Open-Ended Survey
Response
Student 7 Gender: Male
Class: Senior
Major: Education
Virtual Classroom Group Discussion
Student 8 Gender: Female
Class: Senior
Major: Psychology
Virtual Classroom Interview
Student 9 Gender: Female
Class: Senior
Major: Education
Virtual Classroom Group Discussion
Student 10 Gender: Male
Class: Sophomore
Major: Economics
On-Campus Session Interview
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47
Student 11 Gender: Female
Class: Sophomore
Major: Undisclosed
On-Campus Session Interview
Student 12 Gender: Male
Class: Sophomore
Major: Political Science
On-Campus Session Open-Ended Survey
Response
Student 13 Gender: Female
Class: Freshman
Major: Undecided
On-Campus Session Interview
Student 14 Gender: Female
Class: Junior
Major: Education
Virtual Classroom Interview
Student 15 Gender: Female
Class: Sophomore
Major: Undisclosed
On-Campus Session Group Discussion
Student 16 Gender: Male
Class: Freshman
Major: Undecided
On-Campus Session Group Discussion
Student 17 Gender: Female
Class: Junior
Major: Undisclosed
On-Campus Session Open-Ended Survey
Reponses
Research Question One
Data were collected and analyzed in order to answer the overarching research question
and three sub-questions: 1. What is the impact of a Growth Mindset workshop on undergraduate
students’ perceptions of thriving in a collegiate (4-year institution/university) setting?
The statistical results will be shared first in an effort to support the qualitative findings of
this study, as well as, provide confirmation that the majority of student perceptions are congruent
between both types of data collection (Creswell, 2009). Prior to the workshop, 36% (n=30) of
students participating in the study reported to be ‘not even surviving,’ ‘barely surviving,’ or
‘surviving’ their college experience. Whereas following the workshop, students’ perceptions of
thriving in some capacity rose from 64% (n=53) to 80% (n=68) of students. Another noteworthy
result was 0% of students reported ‘not even surviving’ upon completion of the growth mindset
workshop. The greatest shift in perception appears to be students who may have been teetering
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between ‘surviving’ and ‘somewhat thriving’ as it is noted that the ‘surviving’ group dropped
from 24% (n=20) to 14% (n=13) of students. The ‘somewhat thriving’ category increased on the
post survey from 27% (n=22) to 35% (n=30) of students.
As previously stated, students were given the post survey immediately following the
workshop to minimize outside contributing factors to their responses. Due to close proximity of
the pre-survey/workshop/post survey, little could have impacted change in response with the
exception of the workshop (McEwan & McEwan, 2003). A summary of the descriptive statistics
can be found in Table 4.2 and Table 4.3.
Table 4.2
Student Perception of Thriving in Collegiate Life – Pre-Survey Results
1 Not even surviving
4 5%
2 Barely surviving
6 7%
3 Surviving
20 24%
4 Somewhat thriving
22 27%
5 Thriving most of the time
25 30%
6 Consistently thriving
6 7%
Total 83 100%
Table 4.3
Student Perception of Thriving in Collegiate Life - Post Survey Results
1 Not even surviving
0 0%
2 Barely surviving
5 6%
3 Surviving
13 14%
4 Somewhat thriving
30 35%
5 Thriving most of the time
28 33%
6 Consistently thriving
10 12%
Total 86 100%
GROWTH MINDSET IMPACT ON STUDENT THRIVING
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An independent sample t-test showed that the difference in students’ perceptions of their
abilities to thrive in collegiate life on the Thriving Quotient from the pre- and post sample
populations who attended a Growth Mindset workshop, were statistically significant, t(167) =
2.11, p = .0361. A summary of the descriptive statistics from the analysis can be found in Table
4.4.
Table 4.4.
Independent t-test Results Comparing Pre- and Post Sample Populations - Thriving Quotient:
Student Perceptions of Thriving
Survey n Mean SD t df p
Pre- 83 3.91 1.25 2.11 167 .0361*
Post 86 4.29 1.05
*p <.05.
Students were asked two questions following the workshop to measure their perceptions
and insights about the impact the information shared had specifically on undergraduate college
students. Students were asked to what degree did they agree or disagree that the information
provided in the workshop was meaningful to college students, as well as, their ability to thrive in
college continuing to improve or not after the workshop. 91% (n=78) of students agreed in some
capacity that this workshop was meaningful to them as college students. 90% (n=77) of students
agreed in some capacity that their abilities to thrive would continue to improve following the
workshop. A summary of the descriptive statistics can be found in Table 4.5 and Table 4.6.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
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Table 4.5
Student Responses – Information Provided in Workshop was Meaningful as a College Student
1 Strongly Agree
52 61%
2 Agree
17 20%
3 Somewhat Agree
9 10%
4 Neither Agree or
Disagree
3 3%
5 Somewhat Disagree
5 6%
6 Disagree
0 0%
7 Strongly Disagree
0 0%
Total 86 100%
Table 4.6
Student Responses – Ability to Thrive in College Will Continue to Improve After Workshop
1 Strongly agree
40 47%
2 Agree
23 27%
3 Somewhat agree
14 16%
4 Neither agree nor disagree
6 7%
5 Somewhat disagree
2 2%
6 Disagree
1 1%
7 Strongly disagree
0 0%
Total 86 100%
Moreover, students were asked explicitly in an open-ended format to discuss how they
felt growth mindset workshops could impact student perceptions of thriving, if at all. While each
student contributed a different facet of thriving and insight, each statement supported and
validated that the information provided in the growth mindset workshops can positively impact
students’ perceptions of thriving in college. One student responded by stating:
I think it allows students to realize their own influence in their own thriving. And I think
it allows them to realize their own responsibility as well and the flexibility they can have
in their success. I think most people understand that you know it kind of depends on how
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51
you go into a situation, but I think the specific terms and approach used in the workshop
to teach us is pretty new, which is interesting.
During a discussion one student echoed the previous sentiments by expressing her feelings of
encouragement:
I like, especially in reference to this workshop, that it was really encouraging. I think that
academically as well as in every other aspect, it would definitely be a positive impact
because you feel empowered to do things now that you don’t have as many limitations as
you may have once thought.
Another student was able to make connections from the growth mindset workshop to her
coursework and felt that growth mindset workshops can improve student thriving. She
explained:
I was really into some of my psychology classes before my education major, so I think it
was really interesting to me and I know a lot about neuroplasticity and stuff like that. So,
I think it is really beneficial for students to be aware that the way you think about things
can change your mood and behavior as well. And that is definitely something I learned
in my psychology class, it is just a simple thing like changing the way you think or
changing your habits that can transform your experiences and perceptions of what you
can do. I think it is really beneficial to teach college students about growth mindset for
all the reasons I just told you and science backs it up too.
One student noted that discussing areas of their lives where one may experience a growth or
fixed mindset changed his outlook on how he was approaching different aspects of his life. He
stated:
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When you did that group talk with us, my group talked about how you may not
necessarily have a growth mindset for different aspects of life. Like you might have it for
sports, but not for academics. Or you might have it for academics, but not for meeting
goals like a fitness goal. It can open up your eyes to apply those skills to other aspects of
your life, which I think is what helps people thrive. Being aware of your mindset and
how you see something is eye opening. I think that understanding the parts of the
mindsets is what changes your perspective.
One sophomore student expressed her strong interest for attending another workshop stemmed
from a challenging experience with a professor, but felt that growth mindset in any capacity can
change college students experiences. She shared her story by saying:
Oh, also, I think going to a couple workshops would be great or to even implement that
mindset into everyday classes, like this could be really helpful to students. I had a
professor last semester in my major say at the beginning of the semester, “you’re either
going to be good at this or you’re not. Be prepared.” And he always said that he only
gives ‘A’s to the ones (projects) that stick out and if you don’t get that (A) on your first
one it is going to be really hard to get ‘A’s on anything else. At the end of the semester,
we learned he only gave out three ‘A’s in the whole class. So, I think, it would be good,
if you have the power to do that, for this mindset to be showing up everywhere and not
just in a few workshops. Yeah, that could be really helpful.
During one of the follow up interviews, a student shared her reflections from the workshop and
how her perception changed by stating:
My perception has definitely changed and I was definitely one of those people who just
thought I was going to always be the same way. Like in the examples I gave about being
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53
shy or not being good at a subject like math, so why put any effort into it and different
things like that. And that's not the way it works, I just think a lot of us use that as a
crutch to not try and so the workshop has definitely changed my perspective. And then I
would say, that even since the workshop last week, and just thinking about this because it
did impact me after seeing the science and the statistics. Just overall, I’m trying to have a
more positive attitude about different things and myself and I have seen a little bit of
growth in just a week. Because you can work hard and achieve.
A student, who was a senior, also noted in a follow up interview her reflections about her own
perceptions. She indicated feeling strongly that growth mindset workshops could impact
students’ perceptions of thriving because she felt that not only was she able to connect to prior
knowledge, but her outlook continued to improved following the workshop. She went on to
explain:
I would say it (my perception) was improved, and like I said I’ve kind of learned a little
bit about growth mindset in classes, but it is easy to forget things like that when you
move on to other classes or get caught up in internships or like student teaching. But, I
would definitely say that my perspective did change for the better because it is good to be
reminded. So for me, being reminded I will make it through this has helped me thrive
emotionally. And I’ve tried to be more aware to make sure I’m keeping up with my
friends, but academically I will see what the grades will be at the end of the semester.
But I think overall, I have tried to grow and do better because of being in this workshop
reminded me about the importance of my mindset in all areas of my life.
Sub-question one of RQ1: Academic. What is the impact of the Growth Mindset
workshop on undergraduate students’ perceptions of academically thriving?
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One student, who was majoring in education, was participating in a group discussion about
academic thriving. She linked her student teaching experiences and coursework in education to
the concepts being presented in the workshop. She expressed her thoughts by saying:
We learn so much about encouragement… Kids can have this perception that “oh, I’m
not good at this” and that stays with them through college. I hear younger students
saying very similar things to what I hear some of my friends here at school say about
their academic abilities. I think students need to learn this earlier on because it’s not just
that you’re not cut out for this, but really how you approach something and the mindset
you have that will determine your academic success. This is absolutely one of those
wake up calls to doing your best and putting the effort in for sure.
A classmate who was also part of the discussion mentioned above went on to agree with the
previous student. She expressed reflective thoughts about her own experiences and how this
could best benefit college students moving forward. She stated:
To me, I perceive part of growth mindset to be metacognitively aware of the way you’re
thinking. So I think it would be beneficial academically because then you can kind of
understand more about how you learn and why you learn the way you do and you can use
that to grow. And I would definitely say that you really feel that freshman year, because
it's the adjustment year, and that is kind of when you need to learn that you are in a
different class than you were in high school. Most of your classes will be lecture based
or discussion based and you need to be aware of how you best learn and how you’re
going to make that type of style work for you over the next few years. So teaching about
growth mindset early on is definitely important, I would say. This has changed my
perception about my academic abilities and I’m just wondering what I would have done
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55
differently had I had this my freshman year. Or I wonder if the stress I had about grades
wouldn’t have been so bad in the beginning because my mindset would have been that I
can grow, not such a feeling of failure or defeat.
During a follow up interview, one student shared how she felt this could help numerous types of
students with different challenges. She shared how this information was so encouraging to her
and she felt like certain boundaries have been removed by now knowing the science behind how
our brains work with growth and fixed mindset. She expressed concern over her brother’s prior
college experiences by sharing:
I think it will be very helpful to lots of students and I think it really takes the restrictions
off of achievement or accomplishing things. I’m going to speak on behalf of my brother,
which I hope is okay. My brother wanted to be a doctor and was a pre-med student. But,
when he started going to his sciences classes like biology and chemistry, because he had
a hard time with AP chem in high school, he became really discouraged. And when he
saw how much of it he had to do he decided to drop out and go into a business major. So,
I think if you taught about a growth mindset and that you are not just bad at something,
but you can have improvement over time that would allow people the freedom to do
whatever career they had their heart set on and stuff like that. And I think there is
definitely some regret there for my brother that he changed his career path back then
because in the fall he will be getting his EMT certification and loves the idea of being in
the medical world in some way again.
One student articulated his reservations, while he felt his perception about thriving academically
improved after the completion of the workshop, he posed some important questions about
GROWTH MINDSET IMPACT ON STUDENT THRIVING
56
college students having the opportunity to see the fruit of developing a growth mindset. He
stated in his post interview:
I think to a certain extent it really did improve my opinion, but one thing I thought about
was how long does it take for the results to kick in. Will I be able to see that while I’m
still in college? But, then, I will say I’m going to start taking an econ class during
summer session and I do actually feel more confident about it this time around. I
withdrew from my econ class last fall, but I am thinking that I can apply this mindset to
overcome a challenging class. The things we talked about in the workshop (made me
think at times) hearing this in college maybe a little late because of development and
being in the midst of our final development as adults, but I can also see its benefits if you
haven’t ever heard it before. I think it would be better to hear this in college instead of
not at all.
Sub-question two of RQ1: Intrapersonal. What is the impact of the Growth Mindset
workshop on undergraduate students’ perceptions of intrapersonal thriving?
During a group discussion, one student shared her thoughts about applying growth mindset
strategies to cultivating a positive perspective of self. Her group was discussing a short video
clip about neuroplasticity at the beginning of the workshop and working to change your thinking
patterns over time. She stated a concrete strategy for taking steps to improve one’s perspective
of self by sharing with her group:
I haven’t thought a lot about that part, but I think most of us tend to think negative about
ourselves. I think it’s important to teach your brain to stop saying something that isn't
positive. Like stopping saying, “oh, I look horrible today or I’m not good enough for
this” and different things like that. Instead, train your brain to think good things. I have a
GROWTH MINDSET IMPACT ON STUDENT THRIVING
57
friend who writes down something positive every single day. She says that habit has
completely changed her life and her outlook. So, I definitely think growth mindset could
definitely impact that part of us as well; it’s just getting around to making sure you’re
implementing strategies often to change your thinking.
One student shared the impact the growth mindset information had on him in regards to how he
views himself. He shared:
I think if you’re pursuing a growth mindset with a low self-esteem it may be more
difficult without having the support of the workshops because you may be more
subjective and critical of things. I feel like you could fall into the trap of beating yourself
up more or too much until you see more objective results. This probably impacted me
the most and gave me a lot to think on and work on in the future.
In a follow up interview, one student connected her experiences and her group discussion to the
impact growth mindset can have on intrapersonal thriving. She stated:
I think maybe being a psych major I am a little bias about positive thinking and the power
we have in that way and realize the importance of those things. That’s just important
because if you are healthy emotionally and you think that you can grow and you realize
what strategies you can use to grow, then I think you can grow in all aspects. Like using
that in the academics and the social as well. It all kind of stems from there (a positive
perspective of self). But, my group also spent a good portion of time talking about how
important it is to view yourself in a positive way and how everything else stems from
that. So, it seemed to have made an impact on them as well and not just on me because of
my major. We all are on different paths, but found common ground on this in our group.
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One student, who was a junior, shared reflections and insights about what college students are
experiencing on a day-to-day basis, as well as, connected it to the workshop information and
discussion. This student explained her thought process following the workshop:
Gosh, growth mindset strategies could be so helpful in this area, in my opinion. I mean, I
am already viewing myself and what I can do so differently after just one workshop. You
know, I think emotionally so many students are overwhelmed. I mean, I mentioned it
before, but what I see is most common and experiencing it myself is just balancing the
time. I think there is that push now that you’re not going to get a job unless you have this
stellar resume and a ton of internships. There is this pressure to be as busy as you can so
you can eventually get a job because that's what we’re told. I would say that’s the
biggest thing we have to juggle on top of classwork and social lives and that stress just
really gets to people. It can wear you down to make you think that you aren’t worthy or
worthwhile if you haven’t or don't think you’re achieving as much as someone else. It's
the stress of achievement and comparison.
Sub-question three of RQ1: Interpersonal. What is the impact of the Growth Mindset
workshop on undergraduate students’ perceptions of interpersonally thriving?
One student shared her reflective thoughts about herself and how she has interacted with others
throughout her life. She shared that she never really thought about applying something like
growth mindset to her social interactions. She shared that her initial thought was that growth
mindset strategies immediately mirrored academic improvement, but the social thriving that
could come from growth mindset strategies intrigued her. She stated:
Through your time with us in our class, I was actually thinking a lot about how I am a shy
person and that's always been my excuse not to be outgoing. I’m just shy and that’s what
GROWTH MINDSET IMPACT ON STUDENT THRIVING
59
people have come to learn about me, that I’m just shy. And I don't talk a lot in big
crowds and I’ve told myself this for years and years and years. So, thinking about that
maybe if I didn’t use that excuse in the back of my mind to be social in big groups that I
could work on changing that part of myself. It’s not something that I think is a bad thing,
it is just something that I probably should work on. I’ve always gone with the excuse that
this is just the way that I am. So while talking about growth mindset, I was thinking that
this is something I could really benefit from using growth mindset with, you know my
shyness and being social. And I definitely think it can positively impact that part of life.
During another follow up interview, one student shared a heartfelt explanation about how growth
mindset can impact and support students’ perceptions of thriving interpersonally. She shared her
experiences and thoughts by stating:
I think growth mindset comes with educating yourself about strategies and tools to help
you be successful. So, like we talked about before about educating yourself how to get
organized and using growth mindset to learn new ways, that would be so beneficial to
students. People can really benefit from learning how to juggle their time and I think that
so many students are missing that. I think a lot of college students are missing the social
aspect of thriving because they have so much work and it’s hard to juggle it all without
good strategies. Like, for example, I was a RA and two of the students on my hall left
half way through the year for academic reasons. I think it was the adjustment piece of
not being able to manage time to thrive socially and academically at the same time and
one girl’s GPA was a one-something after her first semester. Being a RA I was aware of
the school’s close watch on retention rates because they have seen more and more
students not returning and they are wanting to find ways to best support students. I don’t
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60
think students realize that thriving socially is important for our emotional state, but it
can’t be the only thing you spend your time on and vice versa with academic
achievement, it can't take the place of the social importance to us as humans.
The information shared in the growth mindset workshop caused one student to think about social
connectedness and diverse citizenship from one’s childhood up until college. She shared her
reflective insights by stating:
I think it can definitely impact people’s lives. It makes me think about some experiences
I’ve had this year. So, while at school this past year, I have worked with a non-profit that
works with a local preschool (in an urban area) and being able to talk to them about their
lives has impacted me. Seeing the kids and their parents have the hope that this
preschool would be one step closer to allowing their kids to thrive really is sticking out to
me right now. One mom said, even though it interferes with her work where she has to
leave early, she just so hopes that this will give her kid a head start. So, if we’re teaching
kids that they are not limited to their class or social economic status and they can connect
with others in different communities could be a very powerful thing. I think teaching
students (at any time) that they can connect with and talk to anyone, they'll know they
aren’t limited to where they were born. In the workshop we talked a lot about
overcoming obstacles and challenges. I kept thinking about the experiences I was having
at the preschool and wondering if college students feel tied to the class they were born
into or if they could overcome social challenges by having a growth mindset about it.
This workshop and the concepts changed my thinking and I would guess it could change
a lot of others’ way of thinking too.
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61
Results
This section is devoted to sharing primarily the statistical data collected from the
quantitative measures of the pre- and post surveys. The holistic assessment of students’ insights
and perceptions has been divided into five parts to allow for appropriate analysis of each
component. The incremental differences on each component from before and after the
informational workshop will be discussed in this section. Moreover, independent sample t-tests
were conducted to determine the statistical significance or lack thereof for each portion of the
surveys.
A Cronbach’s alpha analysis was conducted for this particular study and the two
instruments were analyzed for reliability. The revised Thriving Quotient instrument of 28 items
was divided into five scales with a high reliability and internal consistency of Cronbach’s alpha
= .97. Each scale meets the national standard of reliability as follows: 1) Engaged Learning
alpha = .97, 2) Diverse Citizenship alpha = .96, 3) Academic Determination alpha = .97, 4)
Positive Perspective alpha = .98, and 5) Social Connectedness alpha = .96. The Growth Mindset
Assessment meets the national standard of reliability as well with Cronbach’s alpha = .95.
Research Question Two
Data were collected and analyzed in order to answer the overarching research question
and four sub-questions: 2. Is there a difference on the Thriving Quotient and Growth Mindset
Assessment pre- and posttest in undergraduate students who participate in a Growth Mindset
workshop? Throughout the discussion of the results, varying statistical differences are reported
in this section. Some of the results support the perceived notion that students’ perceptions of
abilities to thrive and adopt growth mindset strategies incrementally improved upon completion
GROWTH MINDSET IMPACT ON STUDENT THRIVING
62
of the workshop. However, the statistical significance from the t-test analysis varies among the
different sections of the surveys.
Sub-question one of RQ2: Growth Mindset. Is there a difference in undergraduate
students’ responses on the Growth Mindset Assessment questions on the pre- and posttest who
participate in a Growth Mindset workshop?
The students were asked a series of questions to gage growth mindset knowledge and
qualities both before and after the workshop. Students reported that 79% (n=68) knew little to
no information about growth mindset going into the workshop, which dropped to 22% (n=19)
reporting to still know only a small amount of growth mindset information upon completion of
the workshop. 46% (n=40) stated that they would avoid a challenge for sometime or as long as
possible prior to the learning opportunity. Conversely, the post survey indicated that only 15%
(n=13) of students stated they would still avoid a challenge, while 83% (n=71) displayed a
growth mindset quality by indicating they would face the challenge with confidence. In the pre-
survey, 23 students (27%) stated they feel frustrated and worn down from setbacks and 22
student (22%) were willing to learn from their mistakes. However, after the workshop, 59%
(n=51) indicated being willing to learn from their mistakes, which is another important growth
mindset quality.
In the next portion of the questionnaire, the students used a 5-point Likert scale (1 =
Strongly Agree; 2 = Somewhat Agree; 3 = Neither Agree nor Disagree; 4 = Somewhat Disagree;
5 = Strongly Disagree) to signify their perceptions or thoughts about each statement. The most
notable change in student responses was the belief that natural talents and abilities are set at a
young age. Students agreeing with that statement initially responded at 69% (n=59) while only
38% (n=33) of students agreed with that statement following the workshop. The least
GROWTH MINDSET IMPACT ON STUDENT THRIVING
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noteworthy change in student responses was in accordance to the statement that intelligence is
something that can be changed. 80% (n=69) agreed prior to the workshop that intelligence can
change overtime with 91% (n=78) agreeing with that statement on the post survey.
Students were asked cross integration questions where academic thriving and growth
mindset were paired together and were woven through the surveys. For these last three
questions, a 6-Point Likert scale was used to stay congruent with the remaining sections. In all
three questions, student responses showed a perceived decline, meaning that students were
displaying a higher capacity for growth mindset qualities upon completion of the workshop. For
example, preceding the workshop 57% (n=48) of students disagreed at some degree that if a
subject was hard, it would mean he or she would probably not do well. However, after the
workshop the number of students disagreeing with that statement rose to 74% (n=63).
Additionally, 70% (n=59) of students disagreed with the statement about not being able to
change one’s basic intelligence on the pre-survey while on the post survey 83% (n=70) of
students showed disagreement. 32% (n=27) of students reported they disagreed that they would
rather do well in a class grade than learn a lot prior to the workshop. Conversely, on the post
survey 42% (n=36) disagreed with the aforementioned statement. A summary of the descriptive
statistics from can be found in Table 4.7.
Table 4.7
Growth Mindset Assessment – Comparison of Pre- and Post Survey Reponses
Growth Mindset Assessment Pre-Survey Post Survey
M SD M SD
Intelligence is something that can be changed.
2.07
0.84
1.52
0.66
GROWTH MINDSET IMPACT ON STUDENT THRIVING
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If I have to work really hard in a class or subject,
it must mean I am not very smart.
4.23
1.05
4.57
0.82
People have natural talents and abilities and
traits such as intelligence are set at a young age.
2.47
1.07
3.27
1.33
I enjoy assignments and projects that come easy
to me. I feel smart when things do not require a
lot of effort.
2.33
1.22
2.87
1.29
I believe you are either really good at something
and can improve OR you are not good at
something and therefore cannot improve much.
3.52
1.26
4.01
1.11
If a subject is hard for me, it means I probably
won't be able to do really well at it.
3.10
1.29
2.72
1.33
You can learn new things, but you can't change
your basic intelligence.
3.00
1.14
2.56
1.35
Sometimes I would rather do well in a class than
learn a lot.
3.98
1.37
3.66
1.47
Note: Pre- n=84/ Post n=86. M=Mean. SD=Standard Deviation. (1 = Strongly Agree to 5 =
Strongly Disagree) / Pre- n=83/Post n=86. Last three questions (1 = Strongly Disagree to 6
= Strongly Agree).
An independent sample t-test showed that the difference on the first five Growth Mindset
Assessment questions between the pre- and post sample populations who attended a Growth
Mindset workshop, were statistically significant, t(168) = 4.79, p = .00004. A summary of the
descriptive statistics from the analysis can be found in Table 4.8.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
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Table 4.8.
Independent t-test Results Comparing Pre- and Post Sample Populations - Growth Mindset
Assessment (Questions 1 -5)
Survey n Mean SD t df p
Pre- 84 2.07 0.84 4.79 168 .00004*
Post 86 1.52 0.66
*p <.05.
An independent sample t-test showed that the difference on the last three Growth Mindset
Assessment questions between the pre- and post sample populations who attended a Growth
Mindset workshop, were not statistically significant, t(167) = 1.62, p = 0.106. A summary of the
descriptive statistics from the analysis can be found in Table 4.9.
Table 4.9.
Independent t-test Results Comparing Pre- and Post Sample Populations - Growth Mindset
Assessment (Questions 6-8)
Survey n Mean SD t df p
Pre- 83 3.12 1.27 1.62 167 0.106*
Post 86 2.79 1.36
*p <.05.
In the next three sections of the Thriving Quotient (Academic Thriving, Intrapersonal
Thriving, and Interpersonal Thriving), the students used a 6-point Likert scale (1 = Strongly
Disagree; 2 = Disagree; 3 = Somewhat Disagree; 4 = Somewhat Agree; 5 = Agree; 6 = Strongly
Agree) to signify their perceptions of their abilities and experiences.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
66
Sub-question two of RQ2: Academic. Is there a difference in academic thriving on the
Thriving Quotient pre- and posttest in undergraduate students who participate in a Growth
Mindset workshop?
For this part of the Thriving Quotient, students were asked to agree or disagree with
statements regarding academic thriving; particularly in the areas of academic determination and
being an engaged-learner to assess if a growth mindset workshop could impact one’s ability to
thrive. Students displayed a strong sense of confidence in reaching their educational goals prior
to the workshop, but a slight increase is noted from 64 students (76%) to 75 students (87%). On
the pre-survey, 45 students (54%) reported they agreed to strongly agreed that they thought about
the information they were learning in class even while being out of the classroom. Post
workshop, 62 students (74%) reported that they agreed to strongly agreed to thinking about what
they are learning even outside of class. 39% (n=33) of students reported to feeling energized by
most of their classes prior to the workshop, which increased to 56% (n=48) on the post survey.
After the workshop, 4 students (5%) indicated that they did not know how to apply their
strengths to achieve academic success. However, prior to the workshop, 11 students (13%)
reported that they disagreed with knowing how to apply strengths. Prior to the growth mindset
information, 61 students (73%) reported agreeing to strongly agreeing, which increased to 73
students (86%) on the post survey. While all five of the previous statements display an increase
in agreement from the students, only one saw a decline in agreement. Students’ perceptions of
strongly agreeing with being bored in class dropped 8%, which went from 13% (n=11) to 5%
(n=4) strongly agreeing post workshop. A summary of the descriptive statistics can be found in
Table 4.10.
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Table 4.10
Thriving Quotient: Academic – Comparison of Pre- and Post Survey Reponses
Thriving Quotient: Academic Pre-Survey Post Survey
M SD M SD
I am confident I will reach my educational goals.
5.10
0.94
5.40
0.80
I find myself thinking about what I'm learning in
class even when I'm not in class.
4.39
1.23
4.78
1.07
I feel as though I am learning things in my
classes that are worthwhile to me as a person.
4.56
1.23
4.76
1.25
I can usually find ways of applying what I am
learning in class to something else in my life.
4.55
1.04
4.77
1.15
I feel energized by the ideas I am learning in
most of my classes.
4.11
1.16
4.37
1.38
I know how to apply my strengths to achieve
academic success.
4.60
1.10
4.87
0.78
I am bored in class a lot of the time.
3.74
1.41
3.71
1.22
I have found a major that is a good fit for me.
4.88
1.33
5.42
0.85
Note: Pre- n=83/ Post n=86. M=Mean. SD=Standard Deviation. (1 = Strongly Disagree to 6 =
Strongly Agree).
An independent sample t-test showed that the difference on the Academic portion of the
Thriving Quotient questions between the pre- and post sample populations who attended a
Growth Mindset workshop, were statistically significant, t(167) = 2.25, p = 0.0253. A summary
of the descriptive statistics from the analysis can be found in Table 4.11.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
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Table 4.11.
Independent t-test Results Comparing Pre- and Post Sample Populations – Thriving Quotient:
Academic
Survey n Mean SD t df p
Pre- 83 5.08 0.94 2.25 167 .0253*
Post 86 4.69 1.27
*p <.05.
Sub-question three of RQ2: Intrapersonal. Is there a difference in intrapersonal
thriving on the Thriving Quotient pre- and posttest in undergraduate students who participate in a
Growth Mindset workshop?
Students were asked a series of questions to measure insights on intrapersonal thriving,
particularly, a positive perspective of self. A slight perceived increase in agreement is indicated
for four of the seven statements and a slight perceived decline in agreement was reported for
three of the seven statements following the workshop.
Post workshop, 70% (n=60) were in agreement that they were good at juggling all of the
demands of college life, whereas 63% (n=53) of students were in agreement with that statement
on the pre-survey. Before the workshop, 90% (n=76) of students believed other people would
say they are a hard worker, which grew to 98% (n=84) of students following the workshop.
Additionally, prior to the growth mindset workshop, 70% (n=59) of students reported college life
as an excellent experience. Moreover, following the workshop that percentage rose to 75%
(n=64) reporting agreement to college life being an excellent experience for them. 83 students
(98%) reported to believing in their abilities to have a bright future before attending a workshop,
which grew to 85 students (99%) being in agreement on the post survey.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
69
Students reported a perceived decline in their agreement to have the ability to think of
several ways to solve the problems they face, going from 90% (n=76) to 81% (n=69) of students.
Another perceived decline in agreement was signified when 78% (n=68) of student dropped to
67% (n=57) of students who stated they believed they had an optimistic perspective in life or
viewing the glass as “half full” following the growth mindset workshop. Furthermore, students’
confidence levels about the amount of money they are paying for college being worth it over
time slightly declined on the post survey responses. Students went from being 66% (n=56) in
agreement about the previous statement to 64% (n=54) of students being in agreement following
the workshop. A summary of the descriptive statistics can be found in Table 4.12.
Table 4.12
Thriving Quotient: Intrapersonal – Comparison of Pre- and Post Survey Reponses
Thriving Quotient: Intrapersonal
Pre-Survey Post Survey
M SD M SD
I am good at juggling all the demands of
college life.
3.74
1.21
3.84
1.12
Other people would say I'm a hard worker.
4.96
0.96
5.31
0.79
When I'm faced with a problem in my life, I
can usually think of several ways to solve it.
4.64
0.86
4.48
1.10
My perspective on life is that I tend to see the
glass as "half full."
4.31
1.13
4.16
1.24
College life is excellent for me.
3.92
1.31
4.07
1.52
GROWTH MINDSET IMPACT ON STUDENT THRIVING
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I believe I have a bright future.
5.23
0.80
5.45
0.73
I am confident that the amount of money I'm
paying for college is worth it in the long run.
4.04
1.52
3.94
1.66
Note: Pre- n=83/ Post n=86. M=Mean. SD=Standard Deviation. (1 = Strongly Disagree to 6 =
Strongly Agree).
An independent sample t-test showed that the difference on the Intrapersonal portion of
the Thriving Quotient questions between the pre- and post sample populations who attended a
Growth Mindset workshop, were not statistically significant, t(167) = 0.58, p = .565. A
summary of the descriptive statistics from the analysis can be found in Table 4.13.
Table 4.13.
Independent t-test Results Comparing Pre- and Post Sample Populations – Thriving Quotient:
Intrapersonal
Survey n Mean SD t df p
Pre- 83 3.71 1.19 0.58 167 .565*
Post 86 3.81 1.13
*p <.05.
Sub-question four of RQ2: Interpersonal. Is there a difference in interpersonal thriving
on the Thriving Quotient pre- and posttest in undergraduate students who participate in a Growth
Mindset workshop?
In this portion of the Thriving Quotient, students were asked to either agree or disagree to
a certain extent with statements regarding interpersonal thriving. These statements fall under
two categories, either social connectedness or diverse citizenship.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
71
In the first statement, ‘other people seem to make friends more easily than I do’, 55%
(n=47) of students initially agreed on some level, which was perceived to decline to 43% (n=37)
on the post survey. 20% (n=17) of students reported on the post survey that they found the
relationships in their life difficult. Conversely, this was a perceived 13% decline from the pre-
survey, which stated 33% (n=28) of students agreed to relationship difficulty. Originally, 71
students (91%) agreed in some capacity that they spend time making a difference in other
people's lives. Following the growth mindset workshop, the number rose from 71 students
(91%) to 82 students (96%). The reports showed that 35% (n=30) of students participating in the
workshop reported they did not have as many close friends as they wish they had, which was
perceived to increase to 39% (n=34) on the post survey data. 96% (n=82) of students agreed in
some capacity that there are people in their life who are willing to listen when they need to talk,
which dropped to 95% (n=81) after the workshop. On the post survey, students indicated to
agree at 72% (n=61) that there is a strong sense of community among students in their major.
On the pre-survey 71% (n=60) echoed the same sentiments of experiencing community among
students in their major. Additionally, 79 students (93%) indicated ‘it’s important for me to make
a contribution to my community,’ but that was perceived to decline to 74 students (87%)
following the workshop. Lastly, 86% (n=73) of students reported they agreed in some capacity
that they speak up for those who cannot speak for themselves. Subsequently, this number
showed a perceived increase to 92% (n=77) after students attended the growth mindset
workshop. A summary of the descriptive statistics can be found in Table 4.14.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
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Table 4.14
Thriving Quotient: Interpersonal – Comparison of Pre- and Post Survey Reponses
Thriving Quotient: Interpersonal Pre-Survey Post Survey
M SD M SD
Other people seem to make friends more
easily than I do.
3.70
1.60
3.44
1.46
I find the relationships in my life difficult.
3.01
1.37
2.59
1.14
I spend time making a difference in other
people's lives.
4.64
0.89
4.75
0.74
I don't have as many close friends as I wish I
had.
3.02
1.54
3.09
1.19
There are people in my life who are willing to
listen when I need to talk.
5.25
0.88
5.19
0.72
There is a strong sense of community among
students in my major.
4.13
1.35
4.19
1.22
It's important for me to make a contribution to
my community.
4.96
1.01
4.84
1.13
I speak up for those who cannot speak for
themselves.
4.39
0.99
4.49
0.75
Note: Pre- n=84/ Post n=86. M=Mean. SD=Standard Deviation. (1 = Strongly Disagree to 6 =
Strongly Agree).
An independent sample t-test showed that the difference on the Interpersonal portion of
the Thriving Quotient questions between the pre- and post sample populations who attended a
GROWTH MINDSET IMPACT ON STUDENT THRIVING
73
Growth Mindset workshop, were not statistically significant, t(168) = 1.16, p = .246. A
summary of the descriptive statistics from the analysis can be found in Table 4.15.
Table 4.15.
Independent t-test Results Comparing Pre- and Post Sample Populations – Thriving Quotient:
Interpersonal
Survey n Mean SD t df p
Pre- 84 3.70 1.60 1.16 168 .246*
Post 86 3.43 1.45
*p <.05.
In the final portion of the Thriving Quotient, the students used a 6-point Likert scale on
their overall satisfaction (1 = Very Dissatisfied; 2 = Dissatisfied; 3 = Somewhat Dissatisfied; 4 =
Somewhat Satisfied; 5 = Satisfied; 6 = Very Satisfied) to signify their perceptions of their
experiences.
On the pre-survey, 72% (n=61) of students reported a degree of satisfaction in the grades
they were earning so far this year. The number increased by 3% on the post survey, which
indicated 75% (n=64) of students were satisfied to some degree with their grades. Students
reported that their overall experiences on this campus this year were satisfactory or above both
before and after the workshop. The scores showed 77% (n=66) before and 78% (n=67) after.
75% (n=64) of students were satisfied on some level with the kind of interaction they had with
other students on this campus this year, which rose to 78% (n=67) following the workshop.
Students reported that the quality of the interactions they had with faculty on their campus this
year stayed relatively the same. In the pre-survey 74% (n=63) of students indicated a level of
satisfaction and on the post survey 75% (n=64) reported being satisfied with their faculty
GROWTH MINDSET IMPACT ON STUDENT THRIVING
74
interaction. Finally, with the largest gap between the pre- and post survey responses was the
students’ response to the interactions they had this year with students of different ethnic
backgrounds. Prior to the workshop, 86% (n=73) reported feeling a level of satisfaction with the
interactions they had with students from diverse backgrounds, which then dropped to 74%
(n=63) of students still feeling the same way after the conclusion of the workshop. A summary
of the descriptive statistics can be found in Table 4.16.
Table 4.16
Thriving Quotient: Overall Satisfaction – Comparison of Pre- and Post Survey Reponses
Thriving Quotient: Overall Satisfaction Pre-Survey Post Survey
M SD M SD
The grades you are earning so far this year.
4.14
1.34
4.32
1.09
Your overall experiences on this campus this
year.
4.31
1.06
4.47
1.10
The kind of interaction you have with other
students on this campus this year.
4.20
1.28
4.39
1.00
The quality of the interaction you have had
with faculty on this campus this year.
4.54
1.15
4.56
1.29
The interactions you have had this year with
students of different ethnic backgrounds.
4.64
1.11
4.44
1.24
Note: Pre- n=83/ Post n=86. M=Mean. SD=Standard Deviation. (1 = Very Dissatisfied to 6 =
Very Satisfied)
An independent sample t-test showed that the difference on the Overall Satisfaction
portion of the Thriving Quotient questions between the pre- and post sample populations who
GROWTH MINDSET IMPACT ON STUDENT THRIVING
75
attended a Growth Mindset workshop, were not statistically significant, t(167) = 0.97, p = .334.
A summary of the descriptive statistics from the analysis can be found in Table 4.17.
Table 4.17.
Independent t-test Results Comparing Pre- and Post Sample Populations – Overall Satisfaction
Survey n Mean SD t df p
Pre- 83 4.14 1.34 0.97 167 .334*
Post 86 4.32 1.09
*p <.05.
Summary
The purpose of this study was to explore the impact of Growth Mindset workshops on
students’ perceptions of thriving (academically, interpersonally, and intrapersonally) in their
collegiate life. Overall, student perceptions of their abilities were perceived to have improved
after only one information session. Many students reported wanting to learn more and attend
more workshops in the future, as well as, sharing that these new concepts have the capacity to
improve their overall ability to thrive as a college student. Qualitative and Quantitative data
were collected throughout the study to allow for rich descriptions and themes to emerge, as well
as, to gage student perceptions of all whom participated in the workshops. It was necessary to
review the pre- and post surveys in such a way to assess if these workshops can in fact positively
impact students ability to thrive, which will ultimately change the richness of student experiences
and provide additional support for persistence to college graduation. The three sections that have
proven to be statistically significant through conducting independent sample t-test analysis were
the Growth Mindset Assessment, as well as, Student Perceptions of Thriving and the Academic
portions of the Thriving Quotient. This data explains that by attending a Growth Mindset
GROWTH MINDSET IMPACT ON STUDENT THRIVING
76
workshop, students were positively impacted and a difference can be seen in both growth
mindset and academic thriving in the sample populations.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
77
CHAPTER FIVE: DISCUSSION
As higher education retention rates continue to nationally decline, universities all over the
country are discussing ways to best support students. Previous literature suggests a plethora of
setbacks for universities and students alike to overcome. These areas of concern are, but are not
limited to: financial hardships and student loans, student engagement, first generation graduation
rates hovering around 13% nationwide, suicide rates increasing on college campuses, proper
support for learning disabilities, institutional fit, self-regulated learning, student time
management, and quality interactions with students and faculty on campus (AFSP, 2015; NCES,
2015; Pintrich, 2004; Ryan & Deci, 2000; Schreiner, et al., 2009; Schreiner & Louis, 2006; USA
Today, 2015). While there is not a one size fits all approach to this growing trend because each
new dimension will only add to the complexity of the multifaceted problem, educating students
about growth mindset and the brain’s ability and power to grow our intelligence with effort over
time could be a worthy starting place. Being resilient in the face of challenges, finding ways to
overcome setbacks, utilizing feedback and learning from mistakes, and the belief that with effort
anyone can improve or change their brain are scientifically proven to be strong life skills and
strategies to give students the strength they need to overcome any of the aforementioned
obstacles (Dweck, 2006).
Overview of Study
The research interest of this study was how undergraduate students from across the
country respond to participating in a learning opportunity about thriving, growth and fixed
mindsets and their accompanying attributes, neuroplasticity, and the power of reflection on their
own experiences. The purpose of this study was to examine and explore if and how Growth
Mindset workshops impact student perceptions of thriving in college. The framework for
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78
analysis was to utilize a concurrent triangulation strategy to best support the mixed methods
approach to data collection. Analysis of the findings provided a rich understanding of student
perceptions and desire to continue learning about the components discussed in the workshop.
Summary of Findings
While many of the findings from this research study did in fact align with the existing
literature on growth mindset and thriving, the merging of the two theories with the undergraduate
population provides a few new insights into this field of study. The setting in which this research
took place allowed for students to express their perceptions in multiple ways through group
discussion, question and answer opportunities, reflective exercises, thorough pre- and post
surveys with both closed and open-ended questions present, and interview opportunities. While
many students openly discussed their experiences and challenges during the workshops, the
anonymous nature of the surveys provided a safety net for students to be privately honest and
open about their struggles and experiences (Creswell, 2009). The results of this study provided
the necessary insights into students’ thoughts, challenges, experiences, and perceptions to
determine if future research and learning opportunities for undergraduate students would be
worthwhile to universities, faculty, and students alike. There was a perceived 16% increase in
overall thriving on the post survey in only one workshop. Moreover, 48% of students wanted to
learn more about the ‘5 Factors of Thriving’ and 72% of students reported wanting to learn more
about establishing a growth mindset. Highlights of the four most prominent themes that emerged
during this study are presented below.
The basis of the first theme focused specifically on student knowledge of and to what
extent students were receptive to the growth mindset components. Dweck’s (2006) growth
mindset components consist of overcoming obstacles and challenges, learning from mistakes,
GROWTH MINDSET IMPACT ON STUDENT THRIVING
79
persistence in the face of setbacks, focusing on effort, response to praise, and understanding that
traits, such as intelligence, are malleable. Moreover, the fixed mindset components oppositely
mirror those of growth mindset. For example, instead of focusing on effort, one would focus on
the concept of ‘natural’ talents and abilities. Undergraduate student receptivity to the growth and
fixed mindset theories was meaningful because most of the research and literature in existence is
tied to the K-12 student population (Bean, 2005; Blumberg, 2012; Dweck, 2006). It was
important to determine if these ideas would resonate with this age group or if they did not, then
to determine why. Students were very receptive to the growth mindset concepts with 90% of
student reporting this was worthwhile to their life as a college student and 91% of students
reporting the information shared will improve their ability to thrive moving forward. Some
students shared their excitement by stating, “This is really cool! I never knew I had those
capabilities,” “This was a worthwhile presentation and I really enjoyed it,” and “I wish I had
known about this a lot sooner in my life.” Students shared their receptivity to growth mindset by
stating things such as, “Thinking about my mentality going into things and how I approach the
things in my life. I now really understand how I am in control of my thoughts and how the
outcome can be different even in a negative situation,” “…you can use a growth mindset in more
areas of your life than just academics,” and “…being successful is important to me and being
able to change my mindset to have success was the most interesting to me.” Other students
echoed their interest in learning more about the concept by sharing thoughts such as, “As a
college student, I found it interesting to reflect upon (and continue to reflect on) my own mindset
and realize how that may contribute to my success or failure,” “…We are able to grow our
capabilities and I want to know even more about that now,” and “I learned a lot from it and hope
to use these skills in the future.” While 20% of students reported to know something about
GROWTH MINDSET IMPACT ON STUDENT THRIVING
80
growth mindset, only two students reported knowing a lot about it going into the workshop.
Some students made connections with neuroplasticity information to previous psychology
coursework, but the majority of students who participated in this study reported that these were
new, interesting, and important concepts to learn about as a college student.
The emphasis in the second theme was the connection between academic thriving and
mindsets. Students who are successful academically make an effort to be engaged in the learning
process (Schreiner & Louis, 2006), exhibit self-regulated and self-determination behaviors
(Pintrich, 2004; Ryan & Deci, 2000; Schreiner, et al., 2009), make an effort to interact with peers
and faculty members (Pascarella & Terenzini, 2005), and invest substantial effort to their
knowledge by asking essential learning questions and being mindful of learning opportunities
(Langer, 1997; Robbins et al., 2006). Every category in the academic thriving portion of the
surveys improved after students attended one of the seven workshops with the exception of
‘being bored in class,’ which dropped by 8% on the post survey. I observed students making
connections to these concepts and their academic abilities, as well as, reflected on academic
successes and struggles in the past. “The study on the difference in academic progress between
the "smart" and "hard-working" students resonated with me a lot because I’m thinking about how
praise has left it’s impression on me and my grades.” Some students related and made
connections between their own academic experiences and others’ experiences by sharing, “I
thought learning about stories of what other people have done with different mindsets was really
helpful,” “My group’s discussion showed me that we all are in kind of the same boat of wanting
to succeed in class, but sometimes dealing with a tough professor or challenging topics, doesn’t
mean we failed or should give up. I liked changing my focus to long-term achievement versus
short-term wins or fails,” and “Some of the video clips made an impact on me because I like
GROWTH MINDSET IMPACT ON STUDENT THRIVING
81
learning about research and what is happening in a lot of people’s lives, not just mine or my
friends. I think I’m like that because sometimes I’m not sure if my friends have the same
problems as I do or maybe we just don't ever want to say a lot about classes being hard. I don’t
know. But, I could connect with some of the studies being shared and learned from it.”
Schreiner (2010b) asserted it is important for students to understand academic thriving as more
than grades and meeting academic requirements. One student shared her desire to change her
perspective on grades alone and transition to a mastery mindset by stating, “I place high value on
academic achievement because it is something throughout my life my parents expected,
something I placed on myself, and also because I like to feel comfortable with my academic
status and in my perception of my professors. It’s hard to take the focus completely off of the
grades, but I really see the value in mastering pertinent concepts in my major. Knowing about
growth mindset now and knowing I can take feedback and learn from it is what I will be thinking
about most.”
The focal point of the third theme was based on students’ perceptions of intrapersonal
thriving. Intrapersonal thriving focuses on a students’ positive perspective about themselves,
their abilities, and surrounding situations (Schreiner, 2010a). Having a positive perspective
includes not only an optimistic view, but also viewing reality as it is, which enables students to
proactively cope with it (Carver et al., 2009; Schreiner, 2010a). These factors are important to
institutions because they reflect important constructs with retention models (Bean & Eaton,
2000; Schreiner, 2009; Tinto, 1993). 99% of student agreed in some capacity that they believe
they have a bright future. Conversely, 33% of students disagreed that they had a positive
perspective or saw the glass as “half full,” which was higher at 45% from the pre-survey. There
were some discrepancies of whether or not growth mindset can positively impact intrapersonal
GROWTH MINDSET IMPACT ON STUDENT THRIVING
82
thriving on the post survey, as 3 out of the 7 statements showed a perceived decline in
perceptions of thriving post workshop. This category will require further investigation because
in this study the results were inconclusive. Many students felt that this portion of thriving was
interesting and thought provoking while others were working through better understanding how
to thrive in this area. One student demonstrated her reflective thoughts by sharing, “…this part
of thriving seems like it’s less concrete or more of a mystery because you don’t get a grade at the
end and you can’t really ask anyone else about your own perspective. Like, it is kind of
subjective to have a positive outlook or high self-esteem. I want to learn more ways of how to
improve on this. How can I really know that I am growing?” While other students shared, “What
I found was most helpful was the philosophy that we can learn from our mistakes through our
mindsets and that truly gives me a better perspective about myself…” and “I think it is extremely
important that one believes in oneself. If you go into thinking you won’t be able to, then that
will be reflected in your work, I think. And I also I think that for your overall happiness on
campus and in life, in your classes, or whatever, that this matters. Having a positive perception
of yourself goes into your general happiness, which would be important for academic success as
well.”
The emphasis in the fourth theme was students’ social connectedness, relationship to
diverse citizenship, and how mindsets can impact their interpersonal thriving abilities. Thriving
students are distinguished and set apart from others based upon this aspect of thriving in college
because of their ability to appreciate differences, new perspectives, and new opportunities to
learn from others (Schreiner, 2010c). This is an important topic because students reported highly
valuing being socially connected or part of a community. Some students reported feeling
isolated or excluded and that highly impacted their perception of being able to thrive. One
GROWTH MINDSET IMPACT ON STUDENT THRIVING
83
student stated how she values social connectedness by stating, “I think that collegiate life can be
extremely stressful and if you don’t have a support network behind you, you are more willing to
break and not find the positives in the experience.” Other students were processing and
reflecting in their group discussions about the information shared in the workshop about
interpersonal thriving by making statements such as, “…that was a new idea. Being socially
connected was a significant aspect of the growth mindset and thriving” and “Learning from the
'we are complex' slide. That I can have a growth mindset in school or social interactions, but
maybe have a fixed mindset in other things like how I manage my time. I had not thought about
it like that before.” Other students shared thoughts such as, “…Overcoming obstacles is
important to me because of where I am right now and struggling in some areas, like socially” and
“I found it interesting the way growth mindset versus fixed mindset works. How I could have a
fixed mindset on things in my life and not even know it.”
These four themes encompass the need to approach student thriving holistically because
each student has a unique set of circumstances and a one-of-a-kind life. There is not a one size
fits all approach to helping college students truly thrive and it takes time to develop these
lifelong skills needed to succeed. Students showed interest and enthusiasm around these topics
and a desire to improve and be their best selves moving forward. Many students reported they
needed to know this type of information in order to see positive changes moving forward. At the
end of one of the workshops one student confirmed the previous sentiment by saying, “…hey,
you don't know what you don't know. This changes things…”
Implications of the Study
The results of this study can inform practitioners and institutions on providing additional
support to undergraduate students in an effort to raise retention rates, support the whole student,
GROWTH MINDSET IMPACT ON STUDENT THRIVING
84
and promote a mindset that produces important life skills, such as resilience and learning from
setbacks. The student feedback provided in the findings and results sections discussed the
impact Growth Mindset workshops had on students’ perceptions of thriving and their raised
capacity to improve their abilities with the knowledge they acquired. These results assert how
meaningful undergraduate students found the information shared and an overwhelming interest
in the topics promoted student engagement in the workshops. These workshops can serve as a
model for institutions across the country looking for ways to support students. Moreover, the
delivery of the information could be done in numerous ways on different college campuses to
best meet the needs of the unique student population.
Many universities have different support programs for students, such as mentorship
programs, support courses and study halls for probationary students, and counseling services.
However, typically in those programs a blatant problem is diagnosed, such as poor grades, and
therefore, a student is now receiving assistance. In contrast, growth mindset workshops have the
ability to empower and encourage students before large problems arise by giving them the tools
and support needed to overcome challenges. While those traditional services will still be
important and necessary on college campuses, growth mindset workshops hold a new space
entirely in the world of supporting undergraduate students. These workshops can reach students
who are thriving academically, but feel completely isolated from others or who are desperately
lacking a positive perspective of self that cannot be defined in their GPA. The series of growth
mindset workshops will need to be strategic and require a bit of flexibility. It will be important
to be strategic by planning for students to learn the concepts and background knowledge of
growth mindset, fixed mindset, neuroplasticity components, the thriving construct and principles,
and important outcomes from previous studies supporting these theories. However, flexibility
GROWTH MINDSET IMPACT ON STUDENT THRIVING
85
will need to be given where student dialogue is concerned. Students will need the opportunity to
share their experiences over the semester and work through those issues in real time. Students
will need to be given the opportunity to apply the growth mindset principles to different
academic, intrapersonal, and interpersonal struggles. Equally, students will also need the
opportunity to actually see this working in action and reflect on their growth and experiences. If
students can connect the changes they are making in their mindsets to successes, such as
overcoming an obstacle, it will leave a lasting impression on their belief in their abilities. These
growth mindset workshops make take the shape of a multi-series set of workshops or could be
developed into a course during the early years of college.
There are many college courses that teaching growth mindset is not only applicable to
undergraduate students, but to their field of study as well. For example, Education majors across
the country could benefit from sharing and educating their pre-service teachers on growth and
fixed mindsets. These teacher candidates will be in K-12 classrooms nationwide and could have
the opportunity to positively impact their students’ lives if given the opportunity to be proficient
in this work. Graduate student programs could benefit from inserting these concepts for similar
reasons because those students will also go on to teaching in K-12, as well as, collegiate
classrooms. Many other majors and concentrations could benefit from implementing growth
mindset into their coursework because of the importance placed on effort, resilience, persistence,
and overcoming challenges. It is important for researchers, medical field practitioners,
engineers, lawyers, and business professionals alike to display resilience, effort, informed
decision-making, and powerful reflection into their everyday careers. These skills and principles
take time to establish, which need space and time to grow, but what better time to allow students
the opportunity to refine and promote important life competencies.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
86
Institutions could invest in the training and support to faculty members to begin this work
within their own courses and classrooms. Many students reported trying to find a way to
establish a growth mindset within a culture or environment that has not yet adopted the construct.
If professors, particularly those who teach freshman and sophomores, were trained to implement
these principles (learning from mistakes, overcoming obstacles, finding ways to work out
challenges, promoting effort over ‘natural talent,’ and intelligence is malleable), students would
have a firm foundation in place as they move onto their majors. While it would be ideal for all
faculty and staff to adopt this construct, it would be best to at least start with a group of faculty in
hopes of eventually gaining traction with the entire college community.
Finally, universities could utilize the growth mindset workshops or concepts to provide
support during coaching, mentoring, study halls, counseling, or probationary support. While it
may not be ideal to start in those locations on campus because it isolates students into needs
based categories, it still is a viable place to start rather than not offering this support at all. Many
students who are showing viable signs of struggling to thrive in college will benefit from these
principles and many universities may find this is a starting point to assess student outcomes.
Recommendations
From a practitioner perspective the possibilities for future research are both numerous
and potentially exciting. The college students in this study stated high interest and receptivity to
the topics discussed, wanting to learn more, being interested in attending additional workshops,
and being hopeful that professors and faculty members would adopt these principles into their
classes. As previously stated, the possibilities for future studies could be numerous, but four
recommendations for future research emerged more prominently upon completion of this
particular study.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
87
The first recommendation would be to extend the data collection from one workshop to at
least a series of four workshops with the option to expand to meet student needs. As previously
stated, many students indicated wanting to attend additional workshops. These workshops could
be divided into themes and topics or could be conducted as a stair step approach where students
build on the initial workshop over time. Allowing students to bring real life examples and
problems into the workshop space could help provide insights and concrete examples of students
applying growth mindset strategies with the outcomes documented. Many students reported
enjoying the discussion and question and answer piece of the workshop, which would be
beneficial to incorporate in future studies.
The second recommendation would be for a longitudinal study to follow a substantial
group of freshman students through their college years. The data that could potentially emerge
from following the long-term affects of students implementing growth mindset strategies, which
had the potential to provide rich insights into the ebbs and flows on collegiate life. This study
could follow both growth minded and fixed minded students.
The third recommendation would be to hone in on specific populations, such as first
generation students, to examine if and how growth mindset workshops could impact their higher
education experiences. By defining different subgroups in future studies, it will allow for the
potential of unique insight to emerge or, in contrast, support Carol Dweck’s work even further by
showing growth mindset can universally positively impact all students, of all ages and ability
levels.
The fourth recommendation for research would be to delve into different majors and
fields of study to see if and how growth mindset is received. The data that could potentially
emerge will give further insights into if different fields of study receive and implement growth
GROWTH MINDSET IMPACT ON STUDENT THRIVING
88
mindset concepts into their courses or not. For example, would the students or faculty members
of an Engineering or Business school be more, less, or equally receptive to the growth and fixed
mindset construct as a school of Education or Psychology might be or vice versa. Insights
unique to different fields of study and majors will be important to research if universities want to
implement growth mindset as a school wide initiative because students from different majors
may experience unique challenges that may need specific support. This area of study has the
potential to add valuable insights into this body of research.
Conclusions
The results of this study yielded valuable insights into student perceptions and the
implementation of growth mindset strategies. These strategies could be implemented through a
classroom environment, workshop format, or as part of special programming on university
campuses. Upon completion of this study, it is evident that more mixed methods, short-term and
longitudinal studies should be conducted to not only increase the sample size and data entries,
but to have concrete evidence that universities are supporting students by giving them
opportunities to move from surviving to ultimately thriving.
As I look forward to conducting more research studies with the college population on
growth mindset and thriving, I hope to continue learning ways in which to best support students
on their learning and life journey. Thriving is so much more than good grades and high
achievement. It is being socially connected, believing in your abilities to grow and achieve,
valuing effort over a quick fix, learning rich lessons through trial and error, pushing forward to
make positive contributions in one’s community, and cultivating a positive perspective.
Overcoming challenges, bouncing back from setbacks, learning from mistakes, striving and
putting forth intentional effort for long-term goals, and not allowing obstacles to get in the way
GROWTH MINDSET IMPACT ON STUDENT THRIVING
89
all work together to create a rich and full life. I was consistently reminded that this work
matters, especially to the students navigating their way through the first stages of adulthood and I
continually look forward to what else will emerge from this important work.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
90
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Appendix A
Survey Instrument: Thriving Quotient Pre-Survey
Thank you for agreeing to complete the survey on student success as part of a study to better
understand the undergraduate student experience. This survey will take about 15-20 minutes to
complete. Because your time is valuable and it is so important that students complete the entire
survey, if you provide your email address at the end of the survey it will be entered into a
drawing to win one of the $25 or $50 Amazon gift cards.
By submitting the completed survey electronically, you are granting permission to use your
results in this study. No individual information will ever be reported or released from this study;
only the researcher of this study will see individual data and only grouped data will be reported.
Thanks for helping us better understand the student experience!
Should you have any questions or concerns regarding this survey, please contact the researcher,
Jennifer Pismeny at pismeny@usc.edu.
Please rate your agreement with each of the items by using a 1 to 6 scale, with 1 indicating
“strongly disagree” and 6 indicating “strongly agree.”
Strongly Strongly
Disagree Agree
1. I feel as though I am learning things in my classes that are 1 2 3 4 5 6
worthwhile to me as a person.
2. I can usually find ways of applying what I'm learning in class to 1 2 3 4 5 6
something else in my life.
3. I am confident I will reach my educational goals. 1 2 3 4 5 6
4. I find a way to get everything done for classes that I 1 2 3 4 5 6
need to do in a given week.
5. I find myself thinking about what I'm learning in class 1 2 3 4 5 6
even when I'm not in class.
6. Once I start a project, I stick with it until I am finished. 1 2 3 4 5 6
7. Even if assignments are not interesting to me, I find a
way to keep working at them until they are done well. 1 2 3 4 5 6
8. I feel energized by the ideas I am learning in most 1 2 3 4 5 6
of my classes.
9. I know how to apply my strengths to achieve 1 2 3 4 5 6
academic success.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
98
10. I am bored in class a lot of the time. 1 2 3 4 5 6
11. I am good at juggling all the demands of college life 1 2 3 4 5 6
12. Other people would say I’m a hard worker. 1 2 3 4 5 6
13. Other people seem to make friends more 1 2 3 4 5 6
easily than I do.
14. I find the relationships in my life difficult. 1 2 3 4 5 6
15. I spend time making a difference in other people’s lives. 1 2 3 4 5 6
16. I don’t have as many close friends as I wish I had. 1 2 3 4 5 6
17. I know I can make a difference in my community. 1 2 3 4 5 6
18. There are people in my life who are willing to listen 1 2 3 4 5 6
when I need to talk.
19. When I’m faced with a problem in my life, I can 1 2 3 4 5 6
usually think of several ways to solve it.
20. My perspective on life is that I tend to see the 1 2 3 4 5 6
glass as “half full.”
21. College life is excellent for me. 1 2 3 4 5 6
22. I believe I have a bright future. 1 2 3 4 5 6
23. I have found a major that is a good fit for me. 1 2 3 4 5 6
24. Life is good for me right now. 1 2 3 4 5 6
25. I speak up for those who cannot speak for themselves. 1 2 3 4 5 6
26. There is a strong sense of community among students 1 2 3 4 5 6
in my major.
27. It’s important for me to make a contribution to my 1 2 3 4 5 6
community.
28. I am confident that the amount of money I’m paying 1 2 3 4 5 6
for college is worth it in the long run.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
99
Please rate your satisfaction with each of the following: Very Very
Dissatisfied Satisfied
The grades you are earning so far this year. 1 2 3 4 5 6
Your overall experiences on this campus this year. 1 2 3 4 5 6
The kinds of interaction you have with other students on 1 2 3 4 5 6
this campus this year.
The quality of the interaction you have had with faculty 1 2 3 4 5 6
on this campus this year.
The interactions you have had this year with students 1 2 3 4 5 6
of different ethnic backgrounds.
We are interested in what helps students thrive in college. Thriving is defined as getting the most
out of your college experience, so that you are intellectually, socially, and psychologically
engaged and enjoying the college experience. Given that definition, to what extent do you think
you are THRIVING as a college student this semester?
Not even surviving Barely surviving Surviving
Somewhat thriving Thriving most of the time Consistently thriving
What has happened this semester that has led to your perception of whether you are thriving or
not?
Finally, please tell us a little about yourself. Your answers will be grouped with those of
other students to help us understand our students better. No individual information will be
reported for any reason.
Are you the first in your immediate family to attend college? ___ yes ___ no
Gender: ___ female ___ male
Age: __ 17 or younger __ 18-20 __ 21-23 __ 24-26 __ 27-30 __ 31-34 __ 35-38__ 39-over__
Race/ethnicity
__ African-American/Black
__ American Indian/Alaskan Native
__ Asian-American/Asian
__ Caucasian/White
__ Latino
__ Multiracial
__ Native Hawaiian/Pacific Islander
__ Other (specify:___)
Thank you for your participation in this survey!
Please provide your email address for the drawing: ________________________
GROWTH MINDSET IMPACT ON STUDENT THRIVING
100
Appendix B
Survey Instrument – Thriving Quotient Post Survey
Thank you for agreeing to complete the survey on student success as part of a study to better
understand the undergraduate student experience. This survey will take about 15-20 minutes to
complete. Because your time is valuable and it is so important that students complete the entire
survey, if you provide your email address at the end of the survey it will be entered into a
drawing to win one of the $25 or $50 Amazon gift cards.
By submitting the completed survey electronically, you are granting permission to use your
results in this study. No individual information will ever be reported or released from this study;
only the researcher of this study will see individual data and only grouped data will be reported.
Thanks for helping us better understand the student experience!
Should you have any questions or concerns regarding this survey, please contact the researcher,
Jennifer Pismeny at pismeny@usc.edu.
We would like to know more about your experience and perceptions. Please share you
thoughts.
1. After the workshop, what area or specific information was MOST helpful to you, if any?
2. After the workshop, what area or specific information was LEAST helpful to you, if any?
3. As a college student, what did you find most interesting about the information provided in the
workshop, if any at all?
4. In what areas would you like to know more about it? You can choose more than one.
o 5 Factors of Thriving
o Neuroplasticity
o Brain Research for Mindsets
o Growth Mindset
o Fixed Mindset
o Strategies to Establish a Growth Mindset
o Strategies for Productive Reflection on Experiences
o None. This does not interest me
5. The information provided in the workshop was meaningful to my life as a college student
o Strongly Disagree
o Disagree
o Somewhat Disagree
o Neither Agree or Disagree
o Somewhat Agree
o Agree
o Strongly Agree
GROWTH MINDSET IMPACT ON STUDENT THRIVING
101
6. My ability to thrive in my college experiences will continue to improve after receiving
information on growth mindset
o Strongly Disagree
o Disagree
o Somewhat Disagree
o Neither Agree or Disagree
o Somewhat Agree
o Agree
o Strongly Agree
Please rate your agreement with each of the items by using a 1 to 6 scale, with 1 indicating
“strongly disagree” and 6 indicating “strongly agree.”
Strongly Strongly
Disagree Agree
1. I feel as though I am learning things in my classes that are 1 2 3 4 5 6
worthwhile to me as a person.
2. I can usually find ways of applying what I'm learning in class to 1 2 3 4 5 6
something else in my life.
3. I am confident I will reach my educational goals. 1 2 3 4 5 6
4. I find a way to get everything done for classes that I 1 2 3 4 5 6
need to do in a given week.
5. I find myself thinking about what I'm learning in class 1 2 3 4 5 6
even when I'm not in class.
6. Once I start a project, I stick with it until I am finished. 1 2 3 4 5 6
7. Even if assignments are not interesting to me, I find a
way to keep working at them until they are done well. 1 2 3 4 5 6
8. I feel energized by the ideas I am learning in most 1 2 3 4 5 6
of my classes.
9. I know how to apply my strengths to achieve 1 2 3 4 5 6
academic success.
10. I am bored in class a lot of the time. 1 2 3 4 5 6
11. I am good at juggling all the demands of college life 1 2 3 4 5 6
12. Other people would say I’m a hard worker. 1 2 3 4 5 6
GROWTH MINDSET IMPACT ON STUDENT THRIVING
102
13. Other people seem to make friends more 1 2 3 4 5 6
easily than I do.
14. I find the relationships in my life difficult. 1 2 3 4 5 6
15. I spend time making a difference in other people’s lives. 1 2 3 4 5 6
16. I don’t have as many close friends as I wish I had. 1 2 3 4 5 6
17. I know I can make a difference in my community. 1 2 3 4 5 6
18. There are people in my life who are willing to listen 1 2 3 4 5 6
when I need to talk.
19. When I’m faced with a problem in my life, I can 1 2 3 4 5 6
usually think of several ways to solve it.
20. My perspective on life is that I tend to see the 1 2 3 4 5 6
glass as “half full.”
21. College life is excellent for me. 1 2 3 4 5 6
22. I believe I have a bright future. 1 2 3 4 5 6
23. I have found a major that is a good fit for me. 1 2 3 4 5 6
24. Life is good for me right now. 1 2 3 4 5 6
25. I speak up for those who cannot speak for themselves. 1 2 3 4 5 6
26. There is a strong sense of community among students 1 2 3 4 5 6
in my major.
27. It’s important for me to make a contribution to my 1 2 3 4 5 6
community.
28. I am confident that the amount of money I’m paying 1 2 3 4 5 6
for college is worth it in the long run.
Please rate your satisfaction with each of the following: Very Very
Dissatisfied Satisfied
The grades you are earning so far this year. 1 2 3 4 5 6
Your overall experiences on this campus this year. 1 2 3 4 5 6
The kinds of interaction you have with other students on 1 2 3 4 5 6
this campus this year.
The quality of the interaction you have had with faculty 1 2 3 4 5 6
on this campus this year.
The interactions you have had this year with students 1 2 3 4 5 6
of different ethnic backgrounds.
GROWTH MINDSET IMPACT ON STUDENT THRIVING
103
We are interested in what helps students thrive in college. Thriving is defined as getting the most
out of your college experience, so that you are intellectually, socially, and psychologically
engaged and enjoying the college experience. Given that definition, to what extent do you think
you are THRIVING as a college student this semester?
Not even surviving Barely surviving Surviving
Somewhat thriving Thriving most of the time Consistently thriving
What has happened this semester that has led to your perception of whether you are thriving or
not?
Finally, please tell us a little about yourself. Your answers will be grouped with those of
other students to help us understand our students better. No individual information will be
reported for any reason.
Are you the first in your immediate family to attend college? ___ yes ___ no
Gender: ___ female ___ male
Age: __ 17 or younger __ 18-20 __ 21-23 __ 24-26 __ 27-30 __ 31-34 __ 35-38
__ 39-42 __43-46 __ 47-50 __ over 50
Race/ethnicity
__ African-American/Black
__ American Indian/Alaskan Native
__ Asian-American/Asian
__ Caucasian/White
__ Latino
__ Multiracial
__ Native Hawaiian/Pacific Islander
__ Other (specify:___)
Thank you for your participation in this survey!
Please provide your email address for the drawing: ________________________
You’ve now been entered into a drawing for a gift card!
GROWTH MINDSET IMPACT ON STUDENT THRIVING
104
Appendix C
Growth Mindset Assessment
1. How much do you know about growth mindset?
o A great deal o A lot
o A moderate
amount
o A little o None at all
2. Do you believe intelligence is something that can be changed?
o Strongly
Disagree
o Somewhat
Disagree
o Neither Agree or
Disagree
o Somewhat
Agree
o Strongly
Agree
3. When I am faced with a challenge, I will...
o Avoid it as long as possible
o Avoid it for some time, but then will try to work through it
o Face it and work through it with confidence
o Look for ways around the challenge
o Give up or flee from the challenge
4. If I have a setback in my schoolwork or grades, I typically feel...
o I can do better next time
o I can learn from my mistakes
o Frustrated and worn down
o I want to seek out help to improve
o I can forget about it and just move on to the next thing
5. I believe you are either really good at something and can improve OR you are not good
at something and therefore cannot improve much.
o Strongly
Disagree
o Somewhat
Disagree
o Neither Agree
or Disagree
o Somewhat
Agree
o Strongly
Agree
6. People have natural talents and abilities and traits such as intelligence are set at a young
age.
o Strongly
Disagree
o Somewhat
Disagree
o Neither Agree or
Disagree
o Somewhat
Agree
o Strongly
Agree
7. If I have to work really hard in a class or subject, it must mean I am not very smart.
o Strongly
Disagree
o Somewhat
Disagree
o Neither Agree or
Disagree
o Somewhat
Agree
o Strongly
Agree
8. I enjoy assignments and projects that come easy to me. I feel smart when things do not
require a lot of effort.
o Strongly
Disagree
o Somewhat
Disagree
o Neither Agree or
Disagree
o Somewhat
Agree
o Strongly
Agree
GROWTH MINDSET IMPACT ON STUDENT THRIVING
105
9. If a subject is hard for me, it means I probably won't be able to do really well at it.
o Strongly
Disagree
o Disagree
o Somewhat
Disagree
o Somewhat
Agree
o Agree
o Strongly
Agree
10. You can learn new things, but you can't change your basic intelligence.
o Strongly
Disagree
o Disagree
o Somewhat
Disagree
o Somewhat
Agree
o Agree
o Strongly
Agree
11. Sometimes I would rather do well in a class than learn a lot.
o Strongly
Disagree
o Disagree
o Somewhat
Disagree
o Somewhat
Agree
o Agree
o Strongly
Agree
GROWTH MINDSET IMPACT ON STUDENT THRIVING
106
Appendix D
Interview Protocol
Introduction
Hi, I’m Jennifer Pismeny. It’s nice to meet you _________________! Thank you so much for
meeting with me. I really appreciate your insights and time. The purpose of this study is to
understand more about your experiences with Growth Mindset training and your perceptions of
thriving in college. This study is being used for my dissertation. As previously mentioned in my
email, everything that we discuss today is completely confidential and will not have your name
or the school’s name attached to it anywhere. Also, please feel free to ask for clarification at any
time with my questions. Can you please sign the consent form to be a participant in this study?
Do you have any questions for me before we begin?
Would you mind if I recorded our conversation? This is simply to help me with recording details
and to not miss information. Again, I will be the only one to listen to it, but it is completely up
to you and your comfort level. Okay, let’s begin.
What types of things come to mind when you receive feedback from teachers, parents, coaches,
etc.?
What would you be willing to work hard to achieve if you knew it was possible?
How do you feel when faced with challenge?
What value do you place on being socially connected?
What value do you place on academic achievement?
What value do you place on having a positive perspective of self?
We are interested in what helps students thrive in college. Thriving is defined as getting the most
out of your college experience, so that you are intellectually, socially, and psychologically
engaged and enjoying the college experience. Given that definition, to what extent do you think
you are thriving as a college student this semester?
Not even surviving Barely surviving Surviving
Somewhat thriving Thriving most of the time Consistently thriving
What has happened this semester that has led to your perception of whether you are thriving or
not?
I’d like to ask you some questions about your experiences and perceptions of the workshop you
attended. Any feedback you can offer is valued.
How do you feel or think growth mindset workshops could impact perceptions of thriving, if at
all?
GROWTH MINDSET IMPACT ON STUDENT THRIVING
107
How do you feel or think growth mindset workshops could impact thriving academically
(academic determination and engaged learning), if at all?
How do you feel or think growth mindset workshops could impact thriving interpersonally
(diverse citizenship and social connectedness), if at all?
How do you feel or think growth mindset workshops could impact thriving intrapersonally
(positive perspective of self), if at all?
Do you feel that your perception of thriving in any of these areas was improved because of the
knowledge shared within the workshop?
If so, in what ways?
If not, why/how not?
Do you have any other thoughts you would like to share with me at this time?
Thank you so much again for your time! I appreciate all of the information you have shared with
me today. Your input and thoughts are very helpful for my study. I have brought a little gift for
you that I hope you will enjoy. If you think of anything else you would like to share, please feel
free to contact me at pismeny@usc.edu
GROWTH MINDSET IMPACT ON STUDENT THRIVING
108
Appendix E
IRB Consent Form
INFORMED CONSENT FOR NON-MEDICAL RESEARCH
Growth Mindset Coaching and Thriving in Collegiate Life
You are invited to participate in a research study conducted by Jennifer Pismeny, Doctoral Candidate
at the University of Southern California, because you are a participant in Growth Mindset workshop.
Your participation is voluntary. You should read the information below, and ask questions about anything
you do not understand, before deciding whether to participate. Please take as much time as you need to
read the consent form. You may also decide to discuss participation with your family or friends. If you
decide to participate, you will be asked to sign this form. You will be given a copy of this form.
PURPOSE OF THE STUDY
This purpose of this study is to better understand the impact of a Growth Mindset workshop on
undergraduate students’ perceptions of thriving in a collegiate life.
STUDY PROCEDURES
If you volunteer to participate as an interviewee in this study, you will be asked to answer roughly 8 to 12
questions pertaining to your perceptions of thriving in collegiate life. Our interview will be audio-
recorded for quality assurance in gathering information/data. You will remain anonymous. However,
you may still participate in the study if you do not wish to be audio-recorded.
POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks with being a participant of this study.
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
This is a dissertation study and will not be published for profit. The participant might gain insight into
his/her own perceptions. This may give the participant the opportunity to reflect upon his/her knowledge
and what skills he/she may wish to learn more about.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be paid for participating in this research study.
CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. However, if we are
required to do so by law, we will disclose confidential information about you. The members of the
research team and the University of Southern California’s Human Subjects Protection Program (HSPP)
may access the data. The HSPP reviews and monitors research studies to protect the rights and welfare of
research subjects.
The data will be stored on a personal computer that is password protected. Only the researcher, Jennifer
Pismeny, will have access to the information. The audio recordings and the data will be kept for up to
three years, but will not be published, as this is a pilot study.
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of benefits to
which you are otherwise entitled. You may withdraw your consent at any time and discontinue
GROWTH MINDSET IMPACT ON STUDENT THRIVING
109
participation without penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study.
EMERGENCY CARE AND COMPENSATION FOR INJURY
If you are injured as a direct result of research procedures you will receive medical treatment; however,
you or your insurance will be responsible for the cost. The University of Southern California does not
provide any monetary compensation for injury.
INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Jennifer Pismeny via
email at pismeny@usc.edu.
RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the research
in general and are unable to contact the research team, or if you want to talk to someone independent of
the research team, please contact the University Park Institutional Review Board (UPIRB), 3720 South
Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
SIGNATURE OF RESEARCH PARTICIPANT
I have read the information provided above. I have been given a chance to ask questions. My questions
have been answered to my satisfaction, and I agree to participate in this study. I have been given a copy
of this form.
AUDIO/VIDEO
I agree to be audio-recorded
I do not want to be audio-recorded
Name of Participant
Signature of Participant Date
SIGNATURE OF INVESTIGATOR
I have explained the research to the participant and answered all of his/her questions. I believe that he/she
understands the information described in this document and freely consents to participate.
Name of Person Obtaining Consent
Signature of Person Obtaining Consent Date
GROWTH MINDSET IMPACT ON STUDENT THRIVING
110
Appendix F
Sample Email Request for Participation
Dear Undergraduate Student,
You are invited to participate in an online research survey because you are participating in a
Growth Mindset workshop.
This survey will give us valuable insights into your academic journey of success and results are
anonymous. You may find that you gain valuable insights into your own journey as well!
This survey will take about 15-20 minutes.
You will be entered to win one of the $25 or $50 Amazon gift cards upon completion
of the pre- and post surveys.
Complete the online Survey and Click Here!
Please feel free to contact Jennifer Pismeny at pismeny@usc.edu regarding any questions or
concerns about the survey.
Best Regards,
Jennifer Pismeny
Doctoral Candidate
University of Southern California
GROWTH MINDSET IMPACT ON STUDENT THRIVING
111
Appendix G
Observation Notes Template
Researcher: Jennifer Pismeny
Place: Workshop Sites
Purpose: To document participants/participation in the Growth Mindset Workshop
Date/Time: Spring 2016
Time Notes
Discussions, Interactions, Questions, etc.
Observer Comments
Abstract (if available)
Abstract
This study utilized the two constructs of growth mindset and thriving in college to better understand undergraduate student perceptions, resilience, mindsets, and insights into their experiences and concerns. The purpose of this study was to examine the impact of growth mindset workshops on undergraduate students’ knowledge and perceptions of their abilities to thrive. This study also sought to determine emerging themes from student perceptions in hopes of shedding some light on how to better support students’ persistence to graduation while promoting thriving academically, intrapersonally, and interpersonally. A sample of 86 undergraduate students, ages 18-23, answered a 54-item survey assessing their insights, satisfaction levels about their campus experiences, social interactions, academic experiences, perspective of self, mindsets, and views of thriving. For the qualitative portion of this study, 8 students were interviewed about their insights on growth and fixed mindsets, as well as, their perceptions of thriving in college. A mixed methods approach was implemented in this study to promote a multifaceted concurrent triangulation during the data analysis. Independent sample t-test analysis was conducted on the pre- and post survey data to determine statistical significance of the impact of the five sections of the workshop. Findings from this study indicate that in fact growth mindset workshops have a positive impact on students perceptions of their abilities to thrive, increases their knowledge of growth mindset, and promotes the ability to incorporate meaningful strategies to improve one’s mindset. This study begins to bridge the gap between low graduation rates and the role mindsets play in students’ abilities to thrive, overcome challenges and setback, learn from mistakes, and utilization of feedback to promote success.
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Asset Metadata
Creator
Pismeny, Jennifer Bush
(author)
Core Title
Thriving in collegiate life: can fostering growth mindset move undergraduate students from surviving to thriving?
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
07/28/2016
Defense Date
06/23/2016
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
academic determination,academic thriving,diverse citizenship,engaged learning,fixed mindset,growth mindset,Higher education,interpersonal thriving,intrapersonal thriving,mindsets,OAI-PMH Harvest,positive perspective,social connectedness,surviving,thriving,undergraduate students
Format
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Contributor
Electronically uploaded by the author
(provenance)
Advisor
Crispen, Patrick (
committee chair
), Tobey, Patricia (
committee chair
), Seli, Helena (
committee member
)
Creator Email
pismeny@usc.edu
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Tags
academic determination
academic thriving
diverse citizenship
engaged learning
fixed mindset
growth mindset
interpersonal thriving
intrapersonal thriving
mindsets
positive perspective
social connectedness
surviving
thriving
undergraduate students