Examining Mind-Sets as an Organizing Framework: A Person-Oriented Approach

• In Event: AERA Poster Session 4
  In Poster Session: Motivation in Education SIG Poster Session: Motivation in STEM Contexts

Abstract

This study employed a person-oriented approach to test the relations among mindsets, perceived competence, and achievement-related behavioral patterns posited in Dweck’s (Dweck & Leggett, 1988) original conceptualization of implicit theories of intelligence among a sample of undergraduates enrolled in an introductory science course. Four distinct profiles of mindsets, perceived competence, and achievement goals were identified, which partially supported Dweck’s original conceptualization of implicit theories of intelligence. Profiles with high growth mindset and mastery goals were positively associated with behavioral engagement and achievement in science, whereas profiles with relatively high fixed mindset and performance goals were negatively associated with these outcomes. Implications for interventions that seek to improve achievement-related outcomes in science are discussed.

Authors

• Alexandra Lee, Michigan State University

• Kristy A. Robinson, McGill University

• Krystal Lira, Michigan State University

• Lisa Linnenbrink-Garcia, Michigan State University

• Tony Perez, Old Dominion University