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

doi:10.31234/osf.io/khd8c

Paper

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

Published May 10, 2020 · Junlin Yu, Ros McLellan

Contemporary Educational Psychology

Q1 SJR score

39

Citations

0

Influential Citations

PDF

Semantic Scholar

Abstract

Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14-16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. Overall, the results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.

Observational Study

Study Snapshot

Key takeawayStudents with growth and fixed mindsets can exhibit diverse motivational patterns, leading to diverse achievement profiles and performance outcomes.

PopulationOlder adults (50-71 years)

Sample size24

MethodsObservational

OutcomesBody Mass Index projections

ResultsSocial networks mitigate obesity in older groups.

Sign up to use Study Snapshot

Consensus is limited without an account. Create an account or sign in to get more searches and use the Study Snapshot.

Create an account

Paper

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

Sign up to use Study Snapshot

References

Sex differences in achievement goals: do school subjects matter?

Girls are more motivated in verbal subjects like languages, while boys are more motivated in math and physics, with boys showing higher performance-avoidance goals in these subjects.

How Firm Are the Foundations of Mind-Set Theory? The Claims Appear Stronger Than the Evidence

Mind-set theory's foundations are not firm and its bold claims about its importance are overstated, with weaker associations than expected.

Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching

Mindsets in foreign/second language acquisition impact persistence, resilience, and achievement, and understanding these complex relationships is crucial for effective education and motivation research.

When do mastery and performance goals facilitate academic achievement?

Performance goals can facilitate academic achievement more reliably than mastery goals, but only when task demands are clear and students' interests match core topics assessed on assignments.

Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies

Students experience a decline in motivational variables and self-esteem over time, with larger decreases in intrinsic motivation, math and language academic self-concepts, and performance-approach goals.

Citations

How Reading Enjoyment and Self-regulated Learning Contribute to Reading Performance in a Confucian Context?

Reading enjoyment, metacognition, approach achievement goals, and growth mindset positively predict reading performance in Chinese students, with reading enjoyment indirectly influencing self-regulated learning through metacognition, approach goals, and growth mindset.

Exploring the Impact of Perceived Discrimination and Segregations on Career Choice among Building Technology Students in Developing Countries

Perceived discrimination and segregation in Building Technology programs in Nigerian universities impact career choices and academic perseverance among female students.

Exploring the Mindsets of Thai Undergraduate Students: A Comprehensive Study of General and Language-Related Beliefs

Thai undergraduate students predominantly embrace growth mindsets in both general and language-related beliefs, with no significant disparities found across demographic groups.

The Role of Self-Efficacy in Improving Student Academic Motivation

Self-efficacy plays a role in increasing student academic motivation, leading to improved academic achievement and learning satisfaction.

unity between moral values and social politics in the educational mindset of the Ly – Tran dynasties

The educational mindset of the Ly-Tran dynasties era was centered on the unity between moral values and social politics, influenced by the needs of building an independent, united, and mighty nation.

Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect

Students' perceptions of their parents' and older siblings' fixed math mindsets negatively impact their motivation, engagement, and help-seeking behaviors in math.

Influencing language mindsets and English writing competence through an EAP program: A longitudinal study with latent transition analysis

A 10-week EAP course with a growth language mindset intervention significantly improved undergraduate students' general language intelligence beliefs and writing competence, with growth and mixed profiles performing better than fixed profiles.