Abstract
Background: Most of the literature on the relation between mindset and effort depends on subjective self-reports, which may not reliably capture the actual investment of effort. In the current study we (1) operationalized mental effort as the chosen and executed difficulty level in a self -adapted arithmetic task, and (2) combined variable-oriented and person-oriented analytic approaches, with the latter allowing us to explore qualitatively different profiles of effort investment. Methods: First-year Dutch high-school students (n = 299; aged 11-14 yrs) chose difficulty levels of arithmetic problems in 20 rounds. Linear Mixed Modeling (variable-oriented approach) and Latent-Profile Analysis (person-oriented approach) were used and associations with mindset, errors, gender, and school achievement (standardized arithmetic test, and math grades) were explored. Results: For male students, mindset affected their choices independently of errors, while for female students, mindset only played a role when they experienced the setback of errors. Only for males, effort mediated the relation between mindset and standardized arithmetic scores. Additionally, we identified five effort profiles: (1) Avoiders, (2) Exploring challengers, (3) Challengers, (4) Explorers and (5) Steady. Two profiles were more growth-oriented (2 and 3), and two more fixed-oriented (1 and 5). Conclusion: This study adds to the literature by demonstrating a gender-moderated relation be-tween mindset and an objective measure of effort, but also important nuances as indicated by individual differences in effort strategies.
Original language | English |
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Article number | 101840 |
Number of pages | 14 |
Journal | Learning and Motivation |
Volume | 80 |
DOIs | |
Publication status | Published - 1 Nov 2022 |
Keywords
- Mindset
- Effort
- Errors
- Adolescents
- Arithmetic
- Math
- Gender
- Profiles
- IMPLICIT THEORIES
- LEARNED HELPLESSNESS
- SEX-DIFFERENCES
- GENDER
- ABILITY