Do Beliefs About Intelligence Drive Engagement in Online Learning?

Exploring the Impact of Growth and Fixed Mindsets

Abstract

This study investigates the relationship between students’ beliefs about intelligence (fixed vs. growth mindset) and their engagement and behaviour in an online learning platform. The data was collected from 28 students enrolled in COMP90082 – Software Project subject at The University of Melbourne. Students’ beliefs about intelligence were measured through a survey administered during the first week, while their online learning behaviours were captured through clickstream data from the learning management system. The study adopted a two-fold approach: first, students’ learning strategies were identified through cluster analysis of their online session duration. By examining over 41,000 learning actions —such as accessing course materials, participating in discussions, and completing assignments— three distinct learning strategies emerged: “light”, “light-intensive”, and “intensive.” Subsequently, the relationship between these learning strategies and students’ beliefs about intelligence was examined using data visualisation techniques, chi-square tests, and logistic regression models. The findings revealed that students with a growth mindset were more likely to adopt intensive and engaged learning approaches within the online platform. Conversely, those with a fixed mindset tended to exhibit lower engagement levels and less intensive learning strategies. The study may contribute to the growing literature on the psychology of online learning and highlight the potential for tailoring instructional interventions and platform design to foster a growth mindset, thereby enhancing student engagement and academic success in digital learning environments.