The Sheldon effect: fixed mindset does not always mean fragile confidence

Beatson, Nicola; Berg, David; Smith, Jeffrey K.

doi:10.1080/09639284.2019.1661858

Cited by 15 publications

(16 citation statements)

References 28 publications

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“…In contrast to previous studies demonstrating a negative association between fixed intelligence mindset and academic self-efficacy, in the present study these constructs were unrelated within- and across-time as well. Similarly to our results, Beatson et al (2019) also failed to evidence an association between intelligence mindset and self-efficacy, and teaching students with special needs the concept of growth mindset did not seem to affect their self-efficacy (Rhew et al, 2018). Beatson et al (2019) argued that one can endorse fixed intelligence mindset and still believe that one possesses high abilities.…”

Section: Discussionsupporting

confidence: 87%

“…Similarly to our results, Beatson et al (2019) also failed to evidence an association between intelligence mindset and self-efficacy, and teaching students with special needs the concept of growth mindset did not seem to affect their self-efficacy (Rhew et al, 2018). Beatson et al (2019) argued that one can endorse fixed intelligence mindset and still believe that one possesses high abilities. Furthermore, the lack of association between the two constructs might be attributable to the fact that intelligence mindset was measured by generic, broadly formulated items which did not refer to academics specifically, in contrast to the self-efficacy items which captured one’s beliefs to successfully complete class work (Beatson et al, 2019).…”

Section: Discussionsupporting

confidence: 87%

“…Beatson et al (2019) argued that one can endorse fixed intelligence mindset and still believe that one possesses high abilities. Furthermore, the lack of association between the two constructs might be attributable to the fact that intelligence mindset was measured by generic, broadly formulated items which did not refer to academics specifically, in contrast to the self-efficacy items which captured one's beliefs to successfully complete class work (Beatson et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

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Fixed Intelligence Mindset Prospectively Predicts Students’ Self-Esteem

Gál

Szamosközi

2021

Journal of Individual Differences

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Abstract. Dweck’s theory posits that intelligence mindsets have significant implications in individuals’ self-esteem and previous studies have also demonstrated a consistent link between these two constructs ( Conigrave et al., 2019 ; King, 2012 ; Zhao et al., 2019 ). However, little is known about their relationship across time. Does a fixed intelligence mindset contribute to lower levels of self-esteem or the opposite is true, viewing one’s abilities as something that is incapable of improvement is merely a symptom of low self-esteem? The present study sought to answer these questions by investigating the association between fixed intelligence mindset and self-esteem across a two-year period. The final sample of the study consisted of 103 freshmen college students aged between 18 and 36 years and participants were predominantly female ( N = 91) psychology students (56%). Cross-lagged hierarchical regression analysis indicated that the relationship between fixed intelligence mindset and self-esteem might be unidirectional since Time 1 fixed intelligence mindset predicted lower levels of self-esteem at Time 2 even when initial self-esteem and self-efficacy were accounted for. In contrast, Time 1 self-esteem showed no significant associations with Time 2 fixed intelligence mindset. Although the present study offers new insight about the prospective effects of fixed intelligence mindset, results should be interpreted with caution due to the small sample size.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

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Fixed Intelligence Mindset Prospectively Predicts Students’ Self-Esteem

Gál

Szamosközi

2021

Journal of Individual Differences

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“…With a growth mindset, people are also more likely to experience higher positive affect, which fosters flexible thinking and creativity (Intasao and Hao, 2018). Education literature focusses on the role of a growth mindset in affecting students’ performance and shows that students having a growth mindset seek out and respond to feedback and show significant improvement in performance (Beatson et al , 2019; Ravensocroft et al , 2012; Tseng et al , 2020). In this paper, we highlight the importance of developing and adopting a growth mindset as instructors to prepare us to try out new ideas, seek and respond to feedback and introduce innovative teaching practices in an environment involving constant uncertainty and challenges.…”

Section: Adopting a Growth Mindset And Taking Proactive Stepsmentioning

confidence: 99%

Pivoting in a COVID-19 teaching environment: developing interactive teaching approaches and online assessments to improve students’ experiences

Morgan

Wei

2021

ARJ

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Purpose The purpose of this paper is to discuss the changes made to course delivery, course materials and assessment approaches required in response to the COVID-19 pandemic which forced many changes to occur in a very short time. Design/methodology/approach It is a case study of the changes made to content, teaching methods and assessment in a postgraduate introductory financial accounting course of approximately 350 students across two terms. Findings The key findings are that the sudden change from face-to-face to online teaching to address government regulations, social distancing expectations and students’ needs required immediate changes to how content was delivered, how to interact with students (many of who were studying outside of Australia), and how to adapt to online assessments. Many of the innovations the authors describe will continue to be used in the course going forward both in face-to-face and online formats. That is, the need to change resulted in innovations that can be implemented in a post-pandemic environment. Originality/value The key value of this paper is to provide instructors with insights into the innovations the authors made to address the changed circumstances, which can be incorporated into other accounting courses in the future.

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“…First-year accounting students were chosen for this study, as it is thought that if a person''s self-efficacy is raised in a particular task, it will also raise their intention to use this newfound ability again in the future (Beatson et al, 2019). Therefore, the earlier the intervention in a person's life, the better it will be for that person (Bandura, 1977).…”

Section: Introductionmentioning

confidence: 99%

The use and measurement of communication self-efficacy techniques in a UK undergraduate accounting course

Roberts

Shah

Mali

et al. 2022

Accounting Education

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This research contributes to helping educational establishments across the world develop self-efficacy techniques to improve communication skills within an accounting course design and other disciplines. This paper asks the research question: Does selfefficacy enhances accounting students' communication ability? Previous research has identified the business community requiring accountants to display high levels of communication ability. However, despite many deliberate pedagogical interventions over the years, communication skills are lacking in graduating accounting students. This paper describes a new approach of deliberate self-efficacy interventions in one UK university's undergraduate accounting curriculum to improve accounting students' communication ability. In addition, a selfefficacy framework of Stone and Bailey [(2007). Team conflict selfefficacy and outcome expectancy of business students. Journal of Education for Business, 82(5), 258-266. https://doi.org/10.3200/ JOEB.82.5.258-266.] is developed to model communication selfefficacy, outcome expectancy and behavioral intentions of the students. The data consists of the results of 131 first-year accounting students, and this paper contributes by helping to pinpoint two self-efficacy techniques to improving students' communication skills: 'personal mastery' and 'mentor support'.

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The Sheldon effect: fixed mindset does not always mean fragile confidence

Cited by 15 publications

References 28 publications

Fixed Intelligence Mindset Prospectively Predicts Students’ Self-Esteem

Fixed Intelligence Mindset Prospectively Predicts Students’ Self-Esteem

Pivoting in a COVID-19 teaching environment: developing interactive teaching approaches and online assessments to improve students’ experiences

The use and measurement of communication self-efficacy techniques in a UK undergraduate accounting course

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