Mindsets, Smartphones, and Student Success

ID: 49925 Type: Brief Paper
  1. Christopher Devers, Douglas Daugherty, Timothy Steenbergh, Jason Runyan, and Lorne Oke, Indiana Wesleyan University, United States
  2. Alexandra Alayan, Wheaton College, United States
  3. Emily Ragsdale, Indiana Wesleyan University, United States

Wednesday, November 16 10:00-10:20 AM Location: Wright View on map

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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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