“…Across studies, children's persistence in the Success and Baseline conditions had high variance. This may arise from a number of factors, including stable individual differences in susceptibility to modeling, mindsets about the relationship between effort and outcome, differences in the child's estimate of their own self-efficacy with respect to the task, socioeconomic and cultural influences, as well as more transient factors such as the child's mood, fatigue, and opportunity costs with respect to other activities they could engage in (Belsky, Bakermans-Kranenburg, & van IJzendoorn, 2007;Dweck, 2006;Ellis, Boyce, Belsky, Bakermans-Kranenburg, & van Ijzendoorn, 2011;Evans, 2016;Evans, Gonnella, Marcynyszyn, Gentile, & Salpekar, 2005). We showed effects of adult models, outcomes, and testimony when randomizing across these factors, but future studies might look at how these factors interact with children's learning about effort from adult models and testimony.…”