Do Implicit Beliefs Cause Self-Efficacy in Mathematics? Evidence From Three Experimental Studies

• In Event: Advances in Mind-Set Research

Abstract

Three experimental studies tested whether individuals’ implicit beliefs about the malleability of ability causes mathematics self-efficacy. Across all studies, Pakistani high school students read one of three articles portraying intelligence as learned (incremental condition), innate (entity condition), or one of multiple intelligences (control condition). Using a post-test design, Study 1 demonstrated that the incremental condition resulted in significantly higher self-efficacy than the entity and control conditions. This finding was replicated in two subsequent studies using a pre-post design with random assignment in the laboratory (Study 2) and field (Study 3). Findings demonstrate that implicit beliefs cause changes in self-efficacy and, for practice, suggest that highlighting mathematics ability as malleable is motivationally adaptive.

Authors

• Mudassar Aziz, Hanyang University

• Tae Seob Shin, Hanyang University

• Cary J. Roseth, Michigan State University