Abstract




The Mindset and Intellectual Development Scale (MINDS): Metacognitive Assessment for Undergraduate Students

David Mandeville
Columbia Basin College
(dsmandeville71@gmail.com)

Lisa Perks
Merrimack College
(perksl@merrimack.edu)

Sarah Benes
Merrimack College
(beness@merrimack.edu)

Leah Poloskey
Merrimack College
(poloskeyl@merrimack.edu)


Abstract:
The purpose of this study was to develop a concise composite measure of mindset and intellectual development in order to inform pedagogical strategies to support students’ intellectual growth. A development sample of undergraduate students (n = 295) completed the 37-item pilot Mindset and Intellectual Development Scale (MINDS). The dataset was analyzed using Principal Component Analysis to determine the orthogonal dimensionality of the scale and for item reduction. The MINDS was shown to have eleven items describing two orthogonal dimensions: Intellectual Maturity and Mindset. An additional item was included to control for the social desirability bias. The MINDS collapsed what often are seen as separate dimensions of learning in order to capture a more robust underlying construct of intellectual development with which to assess undergraduate students’ metacognitive states.






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