Abstract

Students have often been exposed to growth and fixed mindsets before entering the college classroom. Although the growth mindset ideology has been thoroughly discussed and shown to help students shift their understanding of their learning, many studies assume students know and understand what growth and fixed mindsets are. Few studies, for instance, have considered how college students perceive the growth mindset ideology and/or whether students view a growth mindset as a benefit in the mathematics classroom. Findings from this study suggest that students do not think of growth and fixed mindsets as binaries and will often provide suggestions to how either mindset can be beneficial in their learning.

Keywords: growth and fixed mindsets, undergraduate corequisite mathematics, students' perceptions

How to Cite:

DeGeorge, T., & Pinzon, K. (2024). Students’ perceptions of growth and fixed mindsets: An investigation in a corequisite STEM mathematics course. Journal of the National Organization for Student Success, 1(2), 61-76. https://doi.org/10.61617/ jnoss.40