The Role of Math Ability and Effort Mind-Sets in Predicting Math Persistence in Two Countries

• In Event: 34.031 - New Directions in the Research on Self-Concept and Perceived Competence

Abstract

The present study explored how American and Chinese college students’ views about the fixed nature of math ability (i.e., math ability mindsets) and math laziness (i.e., their math effort mindsets), measured during an initial session, predicted their persistence while solving math problems during a later session. The results showed that students with fixed mindsets about math ability persisted less after receiving negative feedback than after receiving positive feedback, whereas this was not the case for students with growth mindsets. In addition, students with growth mindsets (but not fixed mindsets) about math effort/laziness persisted more after receiving negative feedback. Interestingly, across feedback conditions, Chinese participants with fixed mindsets about math effort were more persistent than Chinese participants with growth mindsets.
 

Authors

• Chen Shen, Boston College

• David B. Miele, Boston College

• Marina Vasilyeva, Boston College

• Qiong Li, Beijing Normal University

• Jingtian Zhou, Beijing Normal University