The Effect of an Online Growth Mindset Intervention on the Academic Performance for Community College Students in Corequisite Math Courses

This study examined the effect of a virtual growth mindset intervention in enhancing the perceived flexibility of intelligence and academic outcomes of community college students enrolled in corequisite math courses during the COVID-19 pandemic. Prior research suggests that growth mindset interventions can positively influence students’ beliefs about intelligence and academic performance, but effects may vary based on individual sociodemographic characteristics and college readiness. Employing a randomized pre-posttest design, this investigation assessed the impact of the intervention on students’ perceived intelligence flexibility and course grades for those enrolled in corequisite math courses. Results indicate a significant increase in growth mindset among participants in the intervention group. However, no significant differences in self-report course grades existed between the intervention and control groups. These findings underscore the complex relationship between growth mindset, academic performance, and contextual factors. The results call for further research to elucidate the long-term effects of growth mindset interventions for underprepared college students.