Jill Maschio, PhD
August 11, 2023 [updated 1/8/2025]
Student dropout is a problem across colleges and universities. Resourceful students are more likely to stay in college. Carol Dweck (2015) explains that a student’s positive mindset to reach their educational goal is paramount. However, a student’s mindset can lead to success or failure. It follows that if a person believes they will be successful, successful behavior will follow. The same goes for believing that one will fail. Part of a positive mindset includes being able to solve problems and not giving up. Self-regulating behaviors can help a person cope when challenges arise.
Self-Regulating Behaviors
According to Rosenbaum and Jafee (2010), how a person uses self-regulation to cope with a psychological stressor has a bearing on the outcome. For example, how a college student deals with pre-test anxiety can affect test performance. According to Rosenbaum and Jaffe, learned resourcefulness is the ability to detect a problem that needs to be solved. With that recognition, the person changes his or her behavior to meet the challenge so that he or she can continue to go about reaching one’s goal. Individuals who initiate that process are highly resourceful. Those who fail to engage in that process and do not recognize that they are experiencing a psychological stressor in a situation or choose not to engage in problem-solving would be low on learned resourcefulness.
In 2011, Ceyhan and Ceyhan studied 227 university students for their level of learned resourcefulness. Data was collected twice: students who had newly started at the university and then again after four years. After four years, university students did not tend to increase learned resourcefulness. Where does this leave educators? Educators can help students develop a resourceful mindset by modeling such behavior and providing students with specific feedback that encourages a mindset to recognize a problem with their academic performance and the motivation to change behaviors that lead to fixing the problem.
A Fixed Mindset
A fixed mindset can impact instructors as well. After teaching for some time, you might start to think of your students or certain students in a way. For instance, when a student does not use sources or cite them with some level of accuracy, you may find yourself thinking that the student really doesn’t care or is not very smart. A positive mind-set is important for academic success, but if a student is not achieving his or her professors’ expectations and requirements, then positive thinking can dwindle.
How can an Educator Use AI to Help Foster Learned Resourcefulness?
1. **Encourage Self-Directed Learning**: Provide opportunities for independent study and exploration. Show students how AI can be a tutor. Students can ask AI chatbots questions about the topic, they can submit papers and get immediate feedback on content, and can have it compile questions to help prepare for tests.
Allow students to pursue topics of interest and create their own learning paths, fostering a sense of ownership over their education.
2. **Provide a List of Resources**: Communicate student resources and encourage students to seek out help when needed. Old-fashioned handouts are helpful with a list of resources or list them in the online classroom where students can easily locate them. If you use an online platform such as Canvas, create a module that houses a variety of resources. Create a method for students to ask questions, such as a discussion board. Whatever you decide to do, think of students’ needs. They need to find information quickly and be able to access it. That is where AI might be helpful. Show students how they can use AI chatbots for the information they need.
3. **Promote Critical Thinking**: Provide students with multiple opportunities to engage in critical thinking. Practicing the skill of critical thinking increases one’s ability to analyze, pose open-ended questions that require them to consider multiple solutions and approaches. Use AI chatbots as a tool for students to engage with – not to do the thinking for them.
4. **Problem-Based Learning**: We live in a world with multiple social issues and challenges. Design lessons and assignments that present real-world problems or scenarios. This encourages students to seek relevant information and resources to develop innovative solutions. This gives students the opportunity to solve problems that can later help them with their own lives.
You can read my book about curriculum development or take one of my online course that covers a 5-step curriculum building strategy.
References
Rosenbaum M., & Jaffe Y. (2010). Learned helplessness: The role of individual differences in learned resourcefulness. Br J Soc Psychol. 1983;22 (Pt 3):215-225. doi:10.1111/j.2044-8309.1983.tb00586.x
Ceyhan, A. A., & Ceyhan, E. (2010). Investigation of university student’ self-acceptance and learned resourcefulness: A longitudinal study. Higher Education, 61: 649-661. doi: 10.1007s10734-010-9354-2
Dweck, D. (2015, September 22nd). Carol Dweck revisits the ‘growth mindset’. Retrieved from https://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html
