Growth Mindset and Belonging: The Importance of Perceived Context

Christopher Williams
Postsecondary STEM programs pose unique challenges to students’ belonging. Experimental evidence suggests that holding a growth mindset can increase belonging, though the mechanisms are not fully understood. We theorize that the relationship occurs as a function of students’ perceptions of their environment. Mindsets may influence belonging by shaping students’ beliefs about instructors’ and peers’ mindsets, which then globalize to feelings of school trust and belonging. In two studies (total N = 3,040), we developed and...
This data repository is not currently reporting usage information. For information on how your repository can submit usage information, please see our documentation.