Mindset and the desire for feedback during creative tasks

This mixed-methods research study sought to understand participant behaviors through a lens of mindset behaviors and to understand the accuracy of mindset self-assessments to actual performance during creative endeavors. During a makerspace period that took place for one hour over four days, sixty-two children were asked to create a product from a set of materials they were provided. They chose whether to work individually, with a partner, or in a small group. After each session, participants were asked whether they wanted feedback on their product. Researchers observed the participants while working in the makerspace for behaviors that were characteristic of a fixed or growth mindset, such as whether participants chose to receive feedback, whether they used feedback to improve their product, and how participants reacted to frustrations and failed attempts. Participants also received a mindset rating from instructors who worked with them over the course of the week on a Problem or Project-Based Learning experience. Scores were correlated with two mindset assessments participants completed at the beginning of the week, one adapted from Dweck (2006) and the MAP (Mindset Assessment Profile). The researcher scores of participants’ mindset and teacher scores of participants’ mindsets demonstrated a strong correlation. The two self-assessments used in the study did not show a strong correlation with performance as observed in the makerspace or in the classroom completing PBL-based classroom activities. Seven learning profiles emerged from the data based on participant attitudes (optimistic, approval-seeking, rule-breaking, perfectionistic) and behaviors (flexibility, playfulness, commitment to task). The mindset profiles may prove beneficial as educators develop activities to address mindsets in their classrooms, especially in the context of creative activities and projects.