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A Secondary Meta-Analysis on the Relation Between Intelligence Mindset and Achievement: Taking A Closer Look at Mindset Measurement
Sat, April 23, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), San Diego Convention Center, Floor: Upper Level, Sails PavillionAbstract
Intelligence mindsets are considered important belief systems that underlie academic motivation and achievement. Growth mindsets, or beliefs that intelligence can change, are often encouraged to increase achievement motivation and related outcomes, as opposed to fixed mindsets, or beliefs that intelligence is static and cannot change, which are typically discouraged. Despite the well-documented and generally supported importance of intelligence mindset, meta-analyses suggest that the link between mindset and achievement overall is positive and significant but small (r = .10). As such, greater levels of a growth mindset are tenuously linked with higher levels of achievement.
Importantly, features of intelligence mindset scales and conceptualizations of the construct by individual researchers vary throughout the empirical literature. These inconsistencies may contribute to the weak association found between intelligence mindset and achievement. In the current project, I investigate whether variations in the measurement of intelligence mindset play a moderating role in its relation with achievement. Specifically, I conduct a secondary meta-analysis using the sample of studies included in the recently published meta-analysis by Sisk and colleagues to test this question. Investigated moderators include dimensionality of the construct (i.e., one-dimensional, two dimensional), the orientation of mindset items used in the scale (i.e., fixed-oriented, growth-oriented), the calculated mindset variable (i.e., continuous, categorical), and the inclusion of other achievement motivation factors in the scale (i.e., effort beliefs, challenge seeking). The general process and decision-making of coding for this project and preliminary analyses will be discussed.