The Department of Chemistry and Physics kicks off its Spring Seminar series. The event is free and open to the general public.
3-4 p.m. ET
Grote Hall 411
Suazette Mooring, PhD
Department of Chemistry, Georgia State University
The Complexities of Chemistry-specific mindset beliefs of undergraduate students
Implicit beliefs about intelligence, also known as mindset beliefs, describes one’s beliefs about the malleability or stability of intelligence. Several studies have shown that a growth mindset is associated with increased academic engagement and better academic performance. Mindset had been well studied and measured among elementary to high school student populations. However, meta-analyses have shown that there is no relation between mindset and performance among adult or college populations. In addition, there is evidence that students may have different beliefs about their general intelligence and their intelligence in specific domains. In this work, we seek to investigate the role of chemistry-specific mindset beliefs as an influencing factor on student behavior and outcomes and develop an appropriate measure of chemistry-specific mindset beliefs for undergraduate students. We also sought to understand student experiences with challenge in undergraduate chemistry courses as it interacts with mindset. The methods and results, and implications of these studies will be discussed.