Previous research has found that mindset and goal orientation are intricately related in motivation and academic achievement, which holds significant implications for students in higher education (Dweck, 2009). While growth mindset-focused intervention has been studied, finding improvement in mastery goal-setting (Blackwell, Trzesniewski, and Dweck, 2007), goal-focused intervention accounting for student mindset has not. Firstyear college students’ implicit theory of intelligence, or mindset, was measured before they were randomly assigned to set either a mastery- or performance-based goal in relation to their first exam in a difficult chemistry course. Upon receiving their first exam score, students were free to set whatever type of goal they wished in relation to the second exam. Results indicate that students who voluntarily set mastery-based goals earned significantly higher exam scores than those who set performance-based goals. Controlling for mindset, differences in perceived success and student satisfaction based on goal orientation need to be studied further. Limitations, suggestions for future research, and implications for student affairs professionals are discussed.
","abstract_html":"<p>Previous research has found that mindset and goal orientation are intricately related in motivation and academic achievement, which holds significant implications for students in higher education (Dweck, 2009). While growth mindset-focused intervention has been studied, finding improvement in mastery goal-setting (Blackwell, Trzesniewski, and Dweck, 2007), goal-focused intervention accounting for student mindset has not. Firstyear college students’ implicit theory of intelligence, or mindset, was measured before they were randomly assigned to set either a mastery- or performance-based goal in relation to their first exam in a difficult chemistry course. Upon receiving their first exam score, students were free to set whatever type of goal they wished in relation to the second exam. Results indicate that students who voluntarily set mastery-based goals earned significantly higher exam scores than those who set performance-based goals. Controlling for mindset, differences in perceived success and student satisfaction based on goal orientation need to be studied further. Limitations, suggestions for future research, and implications for student affairs professionals are discussed.</p>","abstract_has_math":false,"creators":["Sorensen, Chelsea E."],"institution":null,"degree_name":"Master of Education (MEd)","degree_level":"Thesis - Open Access","degree_discipline":"Counseling and Human Development","degree_department":null,"school":null,"contributors":["Ruth Harper"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T04:28:11Z","subjects":["growth mindset","mastery goals","motivation","college students","achievement","Educational Administration and Supervision","Student Counseling and Personnel Services"],"languages":["en"],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://openprairie.sdstate.edu/etd/687","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ruth Harper"]},{"key":"dc:creator","label":"Author","values":["Sorensen, Chelsea E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["growth mindset","mastery goals","motivation","college students","achievement","Educational Administration and Supervision","Student Counseling and Personnel Services"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://openprairie.sdstate.edu/etd/687"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Previous research has found that mindset and goal orientation are intricately related in motivation and academic achievement, which holds significant implications for students in higher education (Dweck, 2009). While growth mindset-focused intervention has been studied, finding improvement in mastery goal-setting (Blackwell, Trzesniewski, and Dweck, 2007), goal-focused intervention accounting for student mindset has not. Firstyear college students’ implicit theory of intelligence, or mindset, was measured before they were randomly assigned to set either a mastery- or performance-based goal in relation to their first exam in a difficult chemistry course. Upon receiving their first exam score, students were free to set whatever type of goal they wished in relation to the second exam. Results indicate that students who voluntarily set mastery-based goals earned significantly higher exam scores than those who set performance-based goals. Controlling for mindset, differences in perceived success and student satisfaction based on goal orientation need to be studied further. Limitations, suggestions for future research, and implications for student affairs professionals are discussed.
"]},{"key":"dc:title","label":"Title","values":["The Relationship of Growth Mindset and Goal-setting in a First-year College Course"]}]}],"canonical_facts":{"dc:contributor":["Ruth Harper"],"dc:creator":["Sorensen, Chelsea E."],"dc:date.available":["2016-04-19T07:00:00Z"],"dc:description.abstract":["Previous research has found that mindset and goal orientation are intricately related in motivation and academic achievement, which holds significant implications for students in higher education (Dweck, 2009). While growth mindset-focused intervention has been studied, finding improvement in mastery goal-setting (Blackwell, Trzesniewski, and Dweck, 2007), goal-focused intervention accounting for student mindset has not. Firstyear college students’ implicit theory of intelligence, or mindset, was measured before they were randomly assigned to set either a mastery- or performance-based goal in relation to their first exam in a difficult chemistry course. Upon receiving their first exam score, students were free to set whatever type of goal they wished in relation to the second exam. Results indicate that students who voluntarily set mastery-based goals earned significantly higher exam scores than those who set performance-based goals. Controlling for mindset, differences in perceived success and student satisfaction based on goal orientation need to be studied further. Limitations, suggestions for future research, and implications for student affairs professionals are discussed.
"],"dc:identifier":["https://openprairie.sdstate.edu/etd/687"],"dc:language":["en"],"dc:rights":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["growth mindset","mastery goals","motivation","college students","achievement","Educational Administration and Supervision","Student Counseling and Personnel Services"],"dc:title":["The Relationship of Growth Mindset and Goal-setting in a First-year College Course"],"thesis:degree_discipline":["Counseling and Human Development"],"thesis:degree_level":["Thesis - Open Access"],"thesis:degree_name":["Master of Education (MEd)"]},"updated_at":"2026-07-24T04:28:11Z"}