A University of Georgia study highlights the importance of mindset in shaping students’ study habits and academic performance. Students focused on self-improvement and mastering material tend to employ deeper learning strategies, leading to better grades.
In a new study published in the European Journal of Engineering Education, researchers at the University of Georgia have revealed that students’ mindsets significantly influence their study habits and academic performance.
According to the study, students who emphasize personal growth and mastering course material are likely to use deeper learning strategies, which correlate with higher grades.
“When students are more focused on mastering the task or improving themselves, the use of deep learning strategies increases,” Nathaniel Hunsu, an associate professor in UGA’s College of Engineering, said in a news release. “By the same token, we also see that was correlated with higher performance.”
Deep vs. Surface Learning Strategies
The study, which surveyed nearly 300 undergraduate students, identified two primary learning strategies.
One involves skimming material and memorizing information just long enough to pass tests — a surface-level approach.
The other employs more critical thinking, such as self-testing and connecting class concepts with personal experiences — a method indicative of deep learning.
Students who adopt deep learning strategies are generally those who focus on self-improvement and mastering the material itself, rather than merely aiming for high grades. This intrinsic motivation helps them understand concepts thoroughly, challenge themselves and reflect on their learning, which leads to superior academic performance.
Beyond Grades: The Role of Mindset
Hunsu suggests that the key to effective study habits lies in personal goals rather than competitive benchmarks.
“Come into the learning opportunity understanding what your goals are and what you hope to achieve from that experience,” he added. “Look for ways to not just superficially learn the material but to make connections between what you already know, what the material has to say and how it applies to something relevant.”
The findings indicate that students focusing on outdoing their peers do not necessarily achieve better grades. This competitive mindset can often lead to stress and superficial learning tactics.
Instead, the researchers recommend that students concentrate on personal learning objectives and deeper engagement with the material.
The Role of Instructors
The study underscores the crucial role that educators can play in fostering an environment conducive to deep learning.
By encouraging self-reflection and integrating problem-solving tasks into the coursework, educators can inspire students to go beyond rote memorization.
Assignments that require analyzing real-world scenarios and applying theoretical concepts can enhance critical thinking and facilitate deeper engagement with the course material.
Moreover, providing feedback and opportunities for students to revise their work can reinforce learning and promote a growth mindset.
“The goal should be to prime students to think more of the tasks and their own personal development and less of the grade,” Hunsu concluded. “Grades are important, but students should have multiple opportunities for reflection.”
Source: University of Georgia