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Cultivating growth mentality in class: implementing curriculum integration mentality training

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Document pages: 13 pages

Abstract: Mentality training aims to strengthen that competence is extensible (growth mentality), which has been proved to be conducive to learning. Teachers can support the effect of this training by establishing a classroom culture in line with the concept of growth thinking. However, most of the previous training programs were disconnected from the regular courses. In this study, a physics teacher implemented a thinking training consisting of explicit training courses and implicit training stages. In these hidden stages, teachers enrich the general curriculum through growth mentality feedback. We investigated the overall impact of comprehensive training on students beliefs and motivation. Students from two seventh grade courses participated in a quasi experimental study (n   =   59). A dishved the mindset training; the other course served as control. We measured growth mindsets about physics abilities, self-beliefs, and motivation before and after the training and six months later. The results indicate that there was a positive and stable training effect on growth mindsets, but no effect on self-beliefs. Regarding motivation, the training buffered the demotivation that occurred without training. We conclude that a mindset training is important when introducing a new and difficult school subject. Furthermore, we consider teachers’ involvement as a promising approach to optimize mindset interventions and to encourage a sustained change of instructional practices.

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