Examining associations between intelligence mindset, mental health symptom severity, and academic self-efficacy and performance

Abstract

Individuals possess different beliefs regarding the malleability of intelligence, also known as intelligence mindsets. Despite evidence demonstrating a link between a growth mindset of intelligence-the belief that intelligence can develop through effort-and academic achievement, this link has not been closely examined from a mental health perspective. Given the increasing prevalence of mental health conditions, such as anxiety and depression, among undergraduate students, an important question is whether the well-established link between mental health symptom severity and academic outcomes depends on the intelligence mindset beliefs that individuals possess. A growth mindset of intelligence might buffer the negative impact of anxiety and depression on academic outcomes, whereas a fixed mindset-the belief that intelligence cannot be changed-might exacerbate this negative relationship. The present study examined data collected from 660 undergraduate psychology students in the United States to test whether intelligence mindset beliefs moderated the relationship between mental health symptom severity and various indicators of academic outcomes: academic self-efficacy, GPA, and perceived academic standing. Results revealed that intelligence mindset beliefs did not moderate the observed negative association between mental health symptom severity and academic outcomes. Findings indicate that promoting a growth mindset of intelligence might not be a particularly effective strategy for buffering university students from the negative impact of anxiety and depression on academic outcomes. However, this conclusion is limited by the cross-sectional design of the study, and future prospective research is necessary to further clarify the relationship between intelligence mindset, mental health, and academic outcomes.

¿Cómo impactan las variables no-cognitivas el aprendizaje de los adolescentes en matemáticas en postpandemia ?

“…Por otra parte, se ha encontrado que hay variables cognitivas, como la mentalidad de crecimiento (growth mindset) o creencias de que la inteligencia puede ser modificada, que no son efectivas para moderar los impactos de la salud mental en los resultados (Kim & Karr, 2023). Por el contrario, la explicación puede estar asociada a otras variables cognitivas y no cognitivas (como la autoeficacia o el esfuerzo, el autocontrol o la metacognición), las cuales han mostrado ligera diferencia en importancia con respecto a las variables cognitivas (intelectuales) (i.e., nivel de habilidades verbales, espaciales e inductivas).…”

Latine Students’ Motivational and Emotional Experiences Related to Their Introductory Statistics Course: Differences by Institution Type Necessitate Tailored Interventions

“…A lack of belonging, stemming from, for example, limited or a lack of diversity among faculty and students, can make Latine students feel isolated and doubt their belonging in STEM classrooms (Nelson Laird et al, 2007). Additionally, fixed mindset beliefs, such as the belief that math ability is fixed and cannot be developed, can further contribute to lower self-efficacy and persistence in STEM (M. H. Kim & Karr, 2023). Exploring these factors is crucial for designing inclusive and supportive learning environments that promote the success and engagement of Latine students in STEM courses.…”