Learning to Serve and Serving to Learn: Dweck’s Mindset Theory as Context for Service Learning

Abstract

Undergraduate students tutored elementary-school children applying Dweck’s growth mindset model, while a concurrent class implemented an evaluation of the program. Tutors encouraged children to adopt a growth mindset while helping with homework, especially in mathematics. Research students designed and conducted pre- and post-interviews to assess children’s beliefs about mathematics achievement and growth mindset. We describe these service-learning courses in the context of recommended guidelines for the Psychology major.