  Following the emergence of COVID-19 in Spring 2020, undergraduate in-person
physics laboratory courses at a R1 public university were adapted for remote
learning to accommodate the subsequent campus closure. Video lectures and
web-based virtual experiments were utilized to provide students enrolled in
these laboratories with required learning materials on a weekly basis. During
the fall semester of the 2021-2022 academic year, optional Kahoot! quizzes were
offered in addition, serving to incentivize participation and to provide
self-efficacy opportunities to students. This study sought to explore the
intersection of self-efficacy growth, self-regulatory behaviors, and
intelligence mindsets (i.e., having fixed or growth mindsets) for students and
to examine the impact of these remote learning methods. Using a modified
version of the Colorado Learning Attitudes About Science Survey (CLASS),
students' physics self-efficacy was measured at the beginning and end of the
semester. The analysis revealed that participation in Kahoot! alone did not
correspond to greater self-efficacy scores or greater self-efficacy change.
However, a strong correlation was observed between intelligence mindset and
self-efficacy for both pre-and post-surveys. Pre-survey intelligence mindset
scores were not related to average Kahoot! performance, while post-survey
intelligence mindsets were. Finally, positive self-efficacy change $\langle c
\rangle$ was measured for the class, but was not statistically significant.
