Mindset and effort during a self-adapted arithmetic task: Variable- and person-oriented approaches

Janssen, Tieme W. P.; Nieuwenhuis, Smiddy; Altikulaç, Sibel; T, Vu; Meeter, Martijn; Bonte, Milene; Jansen, Brenda R.J.; Magis-Weinberg, Lucía; Atteveldt, Nienke van

doi:10.1016/j.lmot.2022.101840

Cited by 9 publications

(5 citation statements)

References 29 publications

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“…However, the possibility of conflicting goals within the mindset meaning system in response to these incentives might have complicated the interpretation of our results. For example, in another version of the task in which there were no incentives, we did find an effect of mindset on choice to invest effort in adolescents (Janssen et al, 2022). In future studies, it would be interesting to manipulate the incentive system in different ways to identify the circumstances under which an incentive can increase investment effort.…”

Section: Discussionmentioning

confidence: 84%

A Novel Approach to Investigate the Impact of Mindset and Physiology on the Choice to Invest Effort During an Arithmetic Task

Nieuwenhuis

Janssen

Mee

et al. 2023

Mind Brain and Education

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Growth mindset, the belief that personal attributes such as intelligence are malleable, has previously been related to more effort investment. Here, we investigated how undergraduates' mindset (N = 114) relates to the choice to invest effort during an arithmetic task, indexed by whether they make low vs. high effort‐related choices. Social cognitive theory suggests that past performance experiences (mastery vs. failure) and physiological state are important sources for competence self‐evaluations. Therefore, in addition to mindset, we also investigated how effort‐related choices are influenced more dynamically, by failures and physiological responses during the task. Growth mindset and physiological effort mobilization did not predict effort‐related choices but making mistakes did predict lower effort choices in the subsequent round. This study further supports the importance of mastery experiences for effort investment and provides a novel approach for integrating different levels of influence on effort‐related choices during an educationally‐relevant task.

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Section: Discussionmentioning

confidence: 84%

A Novel Approach to Investigate the Impact of Mindset and Physiology on the Choice to Invest Effort During an Arithmetic Task

Nieuwenhuis

Janssen

Mee

et al. 2023

Mind Brain and Education

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“…We also included a measure to assess how children view their own general intelligence (four items) and ability in math (four items). The latter was done using the revised self-theory scale 110 , 111 . Only the fixed mindset questions were used as these are less prone to social desirable answering 82 .…”

Section: Methodsmentioning

confidence: 99%

Children perpetuate competence-based inequality when they help peers

Sierksma

2023

npj Sci. Learn.

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Exchanges of help between children are common and often have positive consequences. But not all help is equally beneficial, for example because some help does not provide an opportunity to practice and develop skills. Here I examine whether young children might perpetuate competence-based inequality by providing incompetent peers with less opportunity to practice and improve their skills compared to competent peers. Study 1 (N = 253, 6–9 years) shows that young children understand not all help is equally beneficial: Children think that peers who receive empowerment (hints) vs. non-empowerment (correct answers) help can learn more. Study 2 (N = 80) and 3 (N = 41) then assessed children’s (7–9 years) actual helping behavior in a lab-based experiment. Through a cover story, participants were introduced to two unknown, same-age children whom they later overheard were either good or not good at solving puzzles (Study 2) or math (Study 3). Subsequently, participants got to help both of them with a puzzle-quiz (Study 2) or a math-quiz (Study 3) by providing either empowerment or non-empowerment when they asked for help. Across both studies, children were more likely to provide empowerment help to competent peers, and non-empowerment help to incompetent peers. This work suggests that when young children perceive differences in competence (e.g., based on stereotypes), they contribute to maintaining the status quo by providing the most vulnerable students, that would profit the most from improving their skills, less opportunity to do so.

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“…Mindset (T3). Mindset was measured using the revised self-theory scale designed by De Castella and Byrne 40 , translated to Dutch 41, 42 . This questionnaire consists of eight items.…”

Section: Growth Mindset Interventionmentioning

confidence: 99%

“…Each item was scored on a Likert scale from 1 (strongly disagree) to 6 (strongly agree). The scores on the four fixed mindset items were reversed and added to the scores of the four growth mindset items to create one mindset scale 41,42 , ranging between 8 and 48. Higher scores reflected greater growth mindset endorsement.…”

Section: Growth Mindset Interventionmentioning

confidence: 99%

Coping styles mediate the relation between mindset and academic resilience in adolescents during the COVID-19 pandemic: a randomized controlled trial

Janssen

Atteveldt

2023

Sci Rep

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The COVID-19 pandemic negatively impacted adolescent mental health on a global scale. However, many students were resilient during this crisis, despite exposure to COVID-related stressors. We aimed to study the protective effects of growth mindset on school-related resilience during the COVID-19 pandemic, and the mediating effects of coping styles. The two-year follow-up of an ongoing Randomized Controlled Trial, involving a growth mindset and control intervention, took place during the pandemic. We measured growth mindset, school burnout symptoms, COVID-19-specific stressor exposure, coping styles, and calculated a resilience score (corrected for pre-pandemic school burnout symptoms). Mediation analyses were performed in the total sample (N = 261), and exploratory in the intervention subsamples, to test whether the associations between mindset and resilience were mediated by coping styles. Growth-mindset students were more resilient during the pandemic and used less maladaptive and more adaptive (acceptance) coping styles. Coping mediated the relation between mindset and resilience in the total sample (both coping styles), and growth mindset intervention subsample (maladaptive coping). We found unique evidence for the beneficial effects of growth mindset on school-related resilience during the pandemic, and the mediating effect of coping styles as explanatory mechanism. This work contributes to a growing literature that shows positive effects of growth mindset on mental health.

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Mindset and effort during a self-adapted arithmetic task: Variable- and person-oriented approaches

Cited by 9 publications

References 29 publications

A Novel Approach to Investigate the Impact of Mindset and Physiology on the Choice to Invest Effort During an Arithmetic Task

A Novel Approach to Investigate the Impact of Mindset and Physiology on the Choice to Invest Effort During an Arithmetic Task

Children perpetuate competence-based inequality when they help peers

Coping styles mediate the relation between mindset and academic resilience in adolescents during the COVID-19 pandemic: a randomized controlled trial

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