Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

Yu, Junlin; McLellan, Ros

doi:10.1016/j.cedpsych.2020.101901

Cited by 34 publications

(33 citation statements)

References 79 publications

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“…Future neuroscience studies can contribute to refining theoretical models of mindset by exploring potential contextual influences and individual variation. This fits in recent attempts by other researchers to investigate more nuanced relationships between mindset and associated constructs, such as achievement goals, using latent profile analysis [45]. It would be particularly interesting to associate different mindset profiles to neurocognitive processes, such as error-monitoring.…”

Section: Discussionsupporting

confidence: 66%

Neural correlates of error-monitoring and mindset: Back to the drawing board?

et al. 2021

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The different ways students deal with mistakes is an integral part of mindset theory. While previous error-monitoring studies found supporting neural evidence for mindset-related differences, they may have been confounded by overlapping stimulus processing. We therefore investigated the relationship between mindset and event-related potentials (ERPs) of error-monitoring (response-locked Ne, Pe), with and without overlap correction. In addition, besides behavioral measures of remedial action after errors (post-error slowing and accuracy), we investigated their neural correlates (stimulus-locked N2). Results indicated comparable Ne, but larger Pe amplitudes in fixed-minded students; however, after overlap correction, the Pe results were rendered non-significant. A likely explanation for this overlap was a near-significant effect of mindset on the preceding stimulus P3. Finally, although N2 was larger for trials following errors, mindset was unrelated. The current study shows that the relationship between error-monitoring and mindset is more complex and should be reconsidered. Future studies are advised to explore stimulus processing as well, and if needed, to correct for stimulus overlap. In addition, contextual influences on and individual variation in error-monitoring need more scrutiny, which may contribute to refining mindset theory.

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Section: Discussionsupporting

confidence: 66%

Neural correlates of error-monitoring and mindset: Back to the drawing board?

et al. 2021

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“…Based on previous research and theoretical discussion regarding mindset systems (Dweck & Molden, 2013;Yu & McLellan, 2020), we expect to identify at least three profiles, representing two extreme ends of the fixed versus growth systems, and at least one profile that is qualitatively different from fixed and growth systems (e.g., Chen & Tutwiler, 2017;Yu & McLellan, 2020). According to research showing that mindsets indirectly predict engagement and achievement through associated constructs such as goals and persistence (e.g., Blackwell et al, 2007;Lee & Seo, 2019), we hypothesize that profiles with a growth mindset (accompanied with mastery goals, persistence, and positive reappraisal in challenges) will be associated with the highest engagement and achievement.…”

Section: Research Questionsmentioning

confidence: 99%

“…So far, no studies have examined mindset profiles within the domain of L2, but we identified three published studies using a person-centered approach with mindsets in the domains of science (Chen, 2012; Chen & Tutwiler, 2017), math (Yu & McLellan, 2020), and language arts/first language literacy (Yu & McLellan, 2020). First, Chen (2012) identified four profiles based on high school students’ science mindsets and epistemic beliefs about the nature of science.…”

Section: A Person-centered Approach To the Mindset Systemmentioning

confidence: 99%

Growth, Fixed, and Mixed Mindsets

Lou

Chaffee

Noels

2021

Stud Second Lang Acquis

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Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that is immutable or a malleable capacity that can be developed–are associated with achievement goals, language-use anxiety, reappraisals of challenges, and persistence. This study integrates these mindset-related constructs to identify mindset-system profiles among foreign language learners. A latent profile analysis of 234 university students in foreign language courses revealed three distinct profiles. The fixed (21.8%) and growth (20.5%) profiles showed distinct and contrasting patterns of goals, reappraisals, anxiety, and persistence. However, most learners (57.7%) endorsed a mixed profile. Although mindsets alone did not predict grades, students in the growth profile were consistently most engaged and achieved the highest grades, suggesting that mindsets function as a system, in concert with related factors. This person-centered approach enhances our understanding of the complexity and functions of the mindset system, as well as the motivation of learners with mixed mindsets.

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“…45 For example, a growth mindset helps people stay focused on their goals, 46 and influences individuals' strategies which they have used to cope with the barriers encountered in implementing their goals and the ways in which they seek and do their jobs. 47 Growth mindset about work can be conceived of as a psychological strength that manifests as personal agency in career development. It plays a critical role in energizing the problem-solving process and continued goal pursuit when faced with challenges.…”

Section: Growth Mindset About Work and Living A Callingmentioning

confidence: 99%

The Mediating Effect of Self-Regulation on the Association Between Growth Mindset About Work and Living a Calling Among Primary and Secondary School Teachers

Zhang¹,

Zhang²

2021

PRBM

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Purpose:Given that extensive studies have documented the wide-ranging benefits of living a calling, determining whether and how living a calling can be improved is of great importance. Although recent research implies that a growth mindset about work may link to self-regulatory processes and living a calling, little research to date has directly examined the relationships between these variables. Building on Burnette's SOMA model, this study was designed to examine the premise that a growth mindset about work was a predictor of living a calling and to explore the mediating role of self-regulation in the growth mindset about work-living a calling link. Methods: This cross-sectional study was conducted among educational professionals in China. Data were collected from 608 primary and secondary school teachers on growth mindsets about work, self-regulation and living a calling. A structural equation model was used to test the hypothesis that self-regulation would mediate the relationship between a growth mindset about work and living a calling. Results: Consistent with our premise, a growth mindset about work was positively associated with living a calling. Also, a growth mindset about work was significantly associated with self-regulation strategies in terms of goal setting, perseverance, decision making, and learning from mistakes. As hypothesized, a growth mindset about work was related to higher levels of living a calling via goal setting, perseverance, and learning from mistakes. Conclusion:The findings contribute to the increasing breadth of the growth mindset literature across various contexts and its consequences for one's living a calling, which expand the nomological web of correlates of growth mindset about work. Furthermore, these findings suggest that fostering a growth mindset about work may facilitate adaptive behaviors and, thereby, serve as a calling intervention.

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Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

Cited by 34 publications

References 79 publications

Neural correlates of error-monitoring and mindset: Back to the drawing board?

Neural correlates of error-monitoring and mindset: Back to the drawing board?

Growth, Fixed, and Mixed Mindsets

The Mediating Effect of Self-Regulation on the Association Between Growth Mindset About Work and Living a Calling Among Primary and Secondary School Teachers

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