Abstract:

The growth mindset construct, developed by Carol Dweck from the 1980s onward and systematized within the implicit theories of intelligence framework, distinguishes between individuals who view intelligence as a fixed and predetermined entity (fixed mindset) and those who conceive of it as a capacity that can be developed through effort, strategy, and perseverance (growth mindset). The motivational consequences of this distinction are particularly relevant to the processes of learning and academic engagement: students with a growth mindset tend to seek out challenges, persist in the face of setbacks, and interpret errors as constructive opportunities, ultimately achieving better long-term performance [1, 2]. Despite the breadth of research on this topic, a relatively underexplored area concerns differences in growth mindset as a function of students’ academic discipline. The present pilot study aims to investigate whether students enrolled in STEM (Science, Technology, Engineering, and Mathematics) disciplines and those enrolled in humanities disciplines differ in their conceptions of their Implicit Theory of Intelligence and Confidence in Learning Abilities. A sample of 501 university students, divided between humanities and STEM programs, was assessed using the AMOS Questionnaire [3], comprising two subscales: the Theory of One’s Own Intelligence subscale (8 items) and the Ability Perception subscale (5 items). ANOVA analyses revealed statistically significant differences in both dimensions in favor of the humanities student group. These students demonstrated a more incremental orientation toward intelligence (Implicit Theory of Intelligence) and greater confidence in their own learning abilities (Confidence in Learning Abilities). The findings are discussed in light of the literature on implicit theories of intelligence across humanities and scientific disciplines, along with the implications for the design of educational interventions in STEM university contexts.

Keywords:

growth mindset, higher education, academic learning motivation.