| Title: |
Using a Mindset Intervention to Reduce Anxiety in the Statistics Classroom |
| Language: |
English |
| Authors: |
Smith, Tamarah F. (ORCID 0000-0003-2849-237X); Capuzzi, Grace |
| Source: |
Psychology Learning and Teaching. Nov 2019 18(3):326-336. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2019 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Stress Management; Statistics; Mathematics Anxiety; Intervention; Psychology; Grades (Scholastic); Learning Strategies; Intelligence; Undergraduate Students; Majors (Students); Attitude Change; Beliefs; Student Improvement |
| DOI: |
10.1177/1475725719836641 |
| ISSN: |
1475-7257 |
| Abstract: |
The primary goal of this article is to provide detailed instructions as to how to run a mindset intervention in a psychology statistics course. A secondary goal is to provide preliminary data on such an intervention's relationship to students' statistics anxiety and course grades. Large randomized studies have demonstrated that using a one-time mindset intervention can have positive benefits for students' course outcomes. We adapted this approach to design an intervention that includes a 75-minute presentation on what mindsets are, how are they are related to learning, and strategies for students to learn statistics with a growth mindset and, thereby, reduce their anxiety. Data from N = 75 students split into an experimental and comparison group suggested that receiving the intervention resulted in students' mindsets becoming more growth oriented and that this was related to a decrease in anxiety and an increase in course grade. |
| Abstractor: |
As Provided |
| Entry Date: |
2019 |
| Accession Number: |
EJ1228078 |
| Database: |
ERIC |