By Scott Jaschik for Inside Higher Ed
A new study suggests that faculty members' attitudes about intelligence can have a major impact on the success of students in science, mathematics and technology courses. Students see more achievement when their instructors believe in a "growth mind-set" about intelligence than they do learning from those who believe intelligence is fixed. The impact was found across all student groups but was most pronounced among minority students.
The study -- by brain science scholars at Indiana University at Bloomington -- was published in the journal Science Advances and presented last week at the annual meeting of the American Association for the Advancement of Science.
The researchers collected data on 150 faculty members in a range of STEM disciplines and 15,000 students over two years at a large public research university that is not identified. Faculty members were asked to respond to a general statement about intelligence along the lines of "To be honest, students have a certain amount of intelligence, and they really can’t do much to change it."
The study then looked at student performance in courses taught by those who agreed with that perspective and those who did not.