The Effects of Remote Mindset Skill Training on Middle School Students: A Case Study

Abstract

While mindset and grit seem to predict success in education, it is unclear if a growth mindset and grit can be acquired in digitized remote settings. The purpose of this research is to investigate if and how a remotely administered Brainology mindset intervention workshop may lead to improvements in middle school students’ mindset on intelligence, talent development, and grit. Seven middle school students enrolled in the program participated in the training of noncognitive skills development for eight weeks. Students’ views of intelligence and talent development as fixed or malleable and their levels of grit were assessed before and after the online intervention workshop using a questionnaire that combines the Dweck Mindset Instrument (DMI) and Angela Duckworth’s Short Grit Scale (Grit-S). The results suggest the online training support the development of growth mindsets on intelligence for students with initial beliefs that the trait is malleable. Students’ mindset on talent development did not change as a result of the online intervention, and students were less gritty after the intervention.