Project Title and Abstract
Students’ Sentiments and the Effectiveness of the Growth Mindset Intervention
Previous research has shown that students’ learning is facilitated by positive affect and school belongingness. This study aims at examining the role of positive affect and school belonging on the academic improvement of students who have participated in a growth mindset intervention as part of the National Study of Learning Mindsets (NSLM). The first phase of the study involves using sentiment analyses to identify the effect of the narrative reflection that students wrote after the growth mindset intervention. The second phase of the study will examine the relationship among students’ affect in the reflection, students’ self-reported sense of school belonging, and students’ academic improvement from 8th to 9th grade. This study will produce a series of R codes and an NSLM-specific lexicon that will help future researchers to conduct sentiment analysis on other open-ended responses. The model analysis will also provide further information on how students’ affect toward the intervention and sense of belonging in school influence the effectiveness of the growth mindset intervention.