Mindset Matters: Exploring the Link Between Mindsets, Learning Intentions, and Performance in Biomedical Science Students

Area of Science:

• Educational Psychology
• Biomedical Science Education

Background:

• Student mindset, encompassing self-beliefs about abilities, significantly influences academic achievement.
• A growth mindset, believing abilities can be developed through effort, is linked to greater academic success.
• The connection between students' mindset and their learning intentions is not well understood.

Purpose of the Study:

• To investigate the relationship between mindset, learning intentions, and academic performance.
• To explore how mindset influences students' approach to learning in higher education.

Main Methods:

• A mixed-method study involving 256 second-year biomedical science students.
• Inductive and deductive thematic analysis of open-ended questions to identify mindsets and learning intentions.
• Quantification of qualitative themes and statistical analysis to assess relationships between variables.

Main Results:

• Approximately two-thirds of students exhibited a growth mindset regarding their bioscience abilities.
• Students with a growth mindset reported more deep learning intentions compared to those with a fixed mindset.
• Growth mindset students achieved significantly higher academic performance.

Conclusions:

• A growth mindset is associated with deeper learning intentions and improved academic outcomes in biomedical science.
• Interventions supporting growth-oriented beliefs may enhance students' learning intentions and academic success.
• Addressing fixed or mixed mindsets is crucial for optimizing student learning experiences.