Student self-beliefs regarding intelligence and ability have been shown to correspond to achievement and persistence in an academic domain. Specifically, previous research has suggested that a growth mindset—or the belief that intelligence is malleable and can increase with effort—is associated with student success. Locus of control is a related but distinct self-belief regarding personal agency over various academic and nonacademic outcomes and has also been associated with study skills and academic persistence. However, academic interventions targeting student mindsets and loci of control have remained relatively underexplored, specifically in the context of undergraduate STEM education. Here, we describe the development and assessment of an intervention encouraging students to adopt a growth mindset and internal locus of control. This five-part intervention is administered entirely online and is therefore independent of individual instructor variability. We administered the intervention in five introductory biology courses and show that the intervention was successful in impacting student mindsets and loci of control across various demographics.

中文翻译：

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M-LoCUS：可扩展的干预措施可增强STEM本科生的成长心态和内部控制源†

学生关于智力和能力的自我信念已被证明与学术领域的成就和毅力相对应。具体而言，先前的研究表明，成长的心态（或认为智力具有延展性并且可以随着努力而增加）的信念与学生的成功有关。控制源是关于个人对各种学术和非学术成果的自我代理的相关但截然不同的自我信念，并且也与学习技能和学术毅力有关。但是，针对学生心态和控制位点的学术干预措施仍相对未开发，特别是在本科STEM教育的背景下。在这里，我们描述了一种鼓励学生采取成长思维方式和内部控制源的干预措施的制定和评估。这五部分的干预措施是完全在线管理的，因此与个别教师的可变性无关。我们在五门入门生物学课程中进行了干预，结果表明该干预成功地影响了学生的心态和各个人口统计领域的控制位。