Effects of Growth Mindset and Belongingness Messaging in an Online Classroom

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Hall, R. (2022). Effects of Growth Mindset and Belongingness Messaging in an Online Classroom. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This paper examines how growth mindset and belongingness messaging can be applied to instruction in an online classroom to improve student outcomes. Research has shown that growth mindset and belongingness messaging can be used to improve student outcomes in traditional classrooms. This research uses regression analysis to compare different aspects of two different asynchronous online courses of general psychology to see if the same effects can be reproduced in online classrooms.The courses were taught at the University of North Carolina at Charlotte in the fall of 2020. Both courses were designed using the same shell course and administered the exact same assignments with the exact same grading scale. The only difference between the courses was one course instructor used growth mindset and belongingness messaging language when communicating with students. This required the instructor to make changes to language in the syllabus, weekly email communications, and assignment directions. The treatment was found to have no effect on student exam grades, but did have a statistically significant effect on students' classwork and homework averages. This initial analysis supports this type of teaching best practice can positively affect student outcomes when learning online without sacrificing the benefits of online education.

Details
Author

Hall, Ryan

Title

Effects of Growth Mindset and Belongingness Messaging in an Online Classroom

Physical Description

1 online resource (34 pages) : PDF

Date

2022

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This paper examines how growth mindset and belongingness messaging can be applied to instruction in an online classroom to improve student outcomes. Research has shown that growth mindset and belongingness messaging can be used to improve student outcomes in traditional classrooms. This research uses regression analysis to compare different aspects of two different asynchronous online courses of general psychology to see if the same effects can be reproduced in online classrooms.The courses were taught at the University of North Carolina at Charlotte in the fall of 2020. Both courses were designed using the same shell course and administered the exact same assignments with the exact same grading scale. The only difference between the courses was one course instructor used growth mindset and belongingness messaging language when communicating with students. This required the instructor to make changes to language in the syllabus, weekly email communications, and assignment directions. The treatment was found to have no effect on student exam grades, but did have a statistically significant effect on students' classwork and homework averages. This initial analysis supports this type of teaching best practice can positively affect student outcomes when learning online without sacrificing the benefits of online education.

Genre

masters theses

Subjects--Topics

Psychology
Education

Degree

M.A.

Keywords

Belongingness Messaging
Distance Learning
E-Learning
Growth Mindset
Online Classroom
Online Learning

Subject Area

Psychology

Advisor(s)

Van Wallendael, Lori
Peach, Hannah

Committee Members

Markant, Doug

Degree Note

Thesis (M.A.)--University of North Carolina at Charlotte, 2022.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Hall_uncc_0694N_13263

Permalink

http://hdl.handle.net/20.500.13093/etd:3095