Framing and student perspectives; Grede- versus Learning oriented class descriptions

Student: Nicole Douglas

Mentor: Kara Gabriel

Abstract:

This research evaluates student’s preference for and perceived self-efficacy in courses framed as either Grades Oriented (GO) or Learning Oriented (LO). Students did not demonstrate a preference in the framed class descriptions, but preference for class type was significantly mediated by student’s growth mindset ratings. These findings may alert educators as to the importance of learning outcomes when describing classes. Additionally, this research demonstrates the importance of a students’ growth mindset in taking and considering perceived difficult classes.

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