The Role of Domain-Specific Growth Mindset (Implicit Theories) at the Beginning of STEM University Studies: Comparing New and Old Measures

Mindsets according to Dweck can have a great impact on learning and play a particularly important role when facing challenges such as transition from school to university. This study compares classic domain-general (intelligence) mindset measures to a subject-specific measure for STEM university studies in Germany. We conducted a questionnaire study with first year students at two survey time-points (survey 1 at the beginning and survey 2 two month into the first semester). With the data taken at the first time-point, we performed an exploratory factor analysis on 17 mindset items from different scales and formed a short subject-specific scale. We checked construct validity by comparing it to four scales from the “mindset meaning system”. For the domain-general scale, we collected further evidence that students’ interpretation of the word “intelligence” impacts scale values. In the second survey, we applied the new measure and found significant correlations between a subject-specific growth mindset and lower intentions to change mayor or drop out, while the domain-general scale did not show significant correlations. Finally, we observed an interaction between academic self-concept and mindset with no correlations in survey 1 and significant correlations in survey 2 for the subject-specific scale. Based on this results we recommend using a subject-specific mindset scale in this context.