The Effect of a Computerized Growth-Mindset Intervention on Teaching Students’ Mindset and Cognitive Stress Appraisal

The present study assessed the impact of a one-time computerized mindset intervention on teaching students’ cognitive stress appraisal before an upcoming exam. Previous research highlights long-term effectiveness growth-mindset interventions. Based theoretical assumptions derived from transactional theory as well recent empirical evidence intelligence and stress, we proposed that changing would also their appraisal. In order to test this hypothesis, sample students received aiming foster viewing abilities incremental. We found significant relatively lasting participants’ but no effect Nevertheless, exploratory mediation analysis revealed intervention’s coping ability (as part appraisal) was fully mediated by mindset. results highlight utilized provide first practical insights into how person’s relate.