The Academic Mindset Study (AMS)

Overview

The AMS is the first study enabled by the Economic Education Network for Experiments (EENE), and it focuses on students’ academic mindset. This term, coined by Farrington (2013) and popularized by Chew and Cerbin (2021), refers to a bundle of four related attitudes that are thought to be important for student success: sense of belonging, self-efficacy, growth mindset, and the perceived relevance of course material.

In this project we surveyed students in a wide range of economics courses at the start and end of the term, while instructors provided information about their own mindset and pedagogy. We have already published two papers based on this data with one more almost ready for submission.

• Measuring academic mindset in economics courses — International Review of Economics Education, 2026.

• International insights into the academic mindset of economics students — International Review of Economics Education, 2026.

• Does Academic Mindset Change During Economics Courses? (working paper) — Brandon Sheridan, Emily C. Marshall, Douglas McKee, George Orlov, Vidya Balaji, Whitney Buser, Chelsea Dowell, Bill Goffe, Amel Ben Abdesslem, Terry Alexander, Allen Bellas, Brooks Depro, Fulya Ersoy, Paul Graf, Alan Green, Devon Hawkins, Olivia Healy, Basak Horowitz, Justin Jarvis, Siny Joseph, Anna A. Klis, Caroline Krafft, Marilyn Markel, Stefani Milovanska-Farrington, Gina Pieters, Olena Rarytska, James Staveley-O’Carroll, Jörg Stoye, Kristine West, Cora Wigger, and Kelvin Wong.