Background

Research on growth mindset and goal setting interventions has been primarily focused on the quantitative outcomes instead of understanding the process of engaging with intervention content.

Aims

The present study investigates a growth mindset intervention focused on the interpersonal domain in a general sample of adolescents. We sought to better understand how youth apply teaching from the intervention by analyzing participant responses to the goal setting procedure to discern how the content is (and is not) internalized by adolescents.

Method

Participants (n = 217; M_age = 15.18; 63.13% White; 56.68% female; 83.41% without reported mental health diagnoses) were recruited from three Canadian public high schools and completed a growth mindset intervention focused on social skills. Participants then completed the mental contrasting and implementation intentions (MCII) goal setting procedure involving: (1) stating a goal, (2) imagining the ideal outcome of goal achievement, (3) identifying obstacles to goal achievement, and (4) describing actions to overcome said obstacles (Oettingen & Scwörer, 2013). One content analysis on the goals section of the MCII was conducted as well as three thematic analyses on the outcome, obstacle, and action sections. 

Results

Participants largely set goals related to improving the quantity and quality of their friendships. The ultimate ideal outcome of goal achievement was an improved emotional state. Obstacles identified were both internal (e.g., characteristics) or external (e.g., others) in nature. Actions identified to overcome the obstacle were either active or passive with passive approaches exhibiting lack of congruence with intervention content. Some responses highlighted participant disillusionment at the potentially overly positive nature of the intervention content.

Conclusion

Findings contribute to the empirical understanding of adolescent interpersonal goal setting and provide researchers/practitioners a rich resource of youth experiences to draw on when designing or implementing growth mindset or goal setting interventions. A better understanding of adolescents’ lived experiences setting goals stands to benefit those who seek to aid youth in improving wellbeing.