Measures belief that intelligence can be improved
Growth Mindset Scale (GMS)
What are people's beliefs about intelligence?
This 3-question survey measures how much people believe they can get smarter if they work at it, which is known as a growth mindset. This survey can be used to explore relationships between a growth mindset and variables like working memory, age, or self-esteem. Students with greater growth mindsets like school more, take on more challenging tasks, learn more, and earn better grades (Aronson, Fried, & Good, 2002; Blackwell, Trzesniewski, & Dweck, 2007; Romero et al., 2014).
Resources: - Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
- Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125.
- Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
- Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227-234.
Parameters
- This survey cannot be tweaked.
Disclaimer
The following languages that are currently offered for this survey are not validated translations. This survey was translated using Google Translate and verified by members of the community.
What data is collected? How is it scored?
The following variables are recorded:
- GMS_growth_mindset: Higher scores mean participants reported having more of a growth mindset.
Raw data: 3 questions combined to make 1 variable (growth mindset). The variable's score ranges from 1-6.
Calculation:
The score is determined by averaging the scores of the 3 questions. The Likert scale ranges from 1 ("strongly disagree") to 6 ("strongly agree"). Because the questions are asked in the direction of a lower growth mindest, the questions are reverse-scored and averaged. To reverse-score a question, the score is subtracted from 7. For example, if a question is reverse-scored, and the participant responds "strongly disagree", then this question will be scored as a 6 rather than 1.
- GMS_growth_mindset: Average of questions 1, 2, 3
Background
In this survey, you are asked about your beliefs about intelligence.
Parameters
The following features of this survey can be tweaked:
* Default values are shown (can clone survey and modify these)
Choose the language to display the survey in
english
What participants see before taking the survey
In this survey, you are asked about your beliefs about intelligence.
What participants see after taking the survey
This survey can be used to explore relationships between a growth mindset and variables like working memory, age, or self-esteem. Students with greater growth mindsets like school more, take on more challenging tasks, learn more, and earn better grades (Aronson, Fried, & Good, 2002; Blackwell, Trzesniewski, & Dweck, 2007; Romero et al., 2014).
Mobile compatible
Aggregate Variables
These data are automatically written to a csv file upon completion of the survey
more info
- GMS_growth_mindset: Higher scores mean participants reported having more of a growth mindset.
Scoring
The score is determined by averaging the scores of the 3 questions. The Likert scale ranges from 1 ("strongly disagree") to 6 ("strongly agree"). Because the questions are asked in the direction of a lower growth mindest, the questions are reverse-scored and averaged. To reverse-score a question, the score is subtracted from 7. For example, if a question is reverse-scored, and the participant responds "strongly disagree", then this question will be scored as a 6 rather than 1.
Format
This is a likert scale survey.
Duration
1 min
Resources
- Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
- Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125.
- Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
- Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227-234.