The Role of Peer Mindsets in Students' Learning: An Experimental Study

Autor/inn/en	Sheffler, Pamela C.; Cheung, Cecilia S.
Titel	The Role of Peer Mindsets in Students' Learning: An Experimental Study
Quelle	In: British Journal of Educational Psychology, 90 (2020), S.17-34 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Cecilia S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12299
Schlagwörter	Peer Relationship; World Views; Role; Learning Processes; Intelligence; Academic Achievement; Learner Engagement; Undergraduate Students; Problem Solving; Peer Influence + Suchen Sie Ihr Suchwort? Peer-Beziehungen; World view; Weltanschauung; Rollen; Learning process; Lernprozess; Intelligenz; Klugheit; Schulleistung; Problemlösen
Abstract	Background: Research indicates that implicit theories of intelligence, specifically growth mindset, are conducive to students' academic achievement and engagement. While much research has focused on the role of teachers and parents, it is unclear how implicit theories of intelligence operate in the peer context. Aims: This study examined the effects of peers' mindsets on students' learning outcomes. We predicted that participants surrounded by peers endorsing a growth mindset would show increased learning outcomes; in contrast, such outcomes would be dampened for individuals in a fixed mindset peer context. We also expected that perceptions of peers' competence would serve as a mechanism underlying the effects of growth mindset. Sample: A total of 134 undergraduate students (88 females) participated in the study. Students were of diverse ethnic background. Methods: Participants were randomly assigned to one of two experimental conditions where they interacted with trained confederates who endorsed either a growth or fixed mindset viewpoint. Confederates were trained to include specific phrases regarding the nature of ability in a conversation they had with the participants. Participants subsequently completed a problem-solving task and a survey. Results: Participants who interacted with peers endorsing a growth (vs. fixed) mindset viewpoint showed increased task value on the problem-solving task. Perceptions of peers' competence mediated the relationship between a growth mindset peer context and participants' task value. Conclusions: Findings provide preliminary evidence that peer mindsets can influence individuals' valuing of a task. As such, peers may be an important resource to be considered when designing growth mindset interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01