Wednesday, November 16
10:00-10:20 AM
CEST
Wright

Mindsets, Smartphones, and Student Success

Brief Paper ID: 49925
  1. aaa
    Christopher Devers
    Indiana Wesleyan University
  2. Douglas Daugherty
    Indiana Wesleyan University
  3. Timothy Steenbergh
    Indiana Wesleyan University
  4. Jason Runyan
    Indiana Wesleyan University
  5. Lorne Oke
    Indiana Wesleyan University
  6. aaa
    Alexandra Alayan
    Wheaton College
  7. aaa
    Emily Ragsdale
    Indiana Wesleyan University

Abstract: This study utilized a smartphone app to deliver growth-mindset and social belonging nudges (ecological momentary interventions) to help increase student success at college. Growth-mindset suggests intelligence can grow (Walton & Yeager, 2014), while social belonging is feeling connected to others (Walton & Cohen, 2011). The intervention was administered during the first two weeks of the semester to 71 at-risk students. There was a significant, positive correlation between end-of-semester grade-point average (GPA) and app engagement for minority students. The results of this study align with previous research (Walton & Cohen, 2011) suggesting minority students are particularly likely to benefit from social-belonging interventions. These results indicate that implementing growth-mindset and social belonging interventions, through the use of smartphone technology, may lead to increased academic success among disadvantaged students.

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