Differential Predictions of Mindsets for Task Effort Cost and Emotional Cost Perceptions in College Chemistry

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Mindsets Unpacked: Considering Contexts, Correlates, and Conditions in Mindset Research (Table 3)

Abstract

We examined the extent to which students’ baseline growth mindset predicts their weekly task effort and emotional cost perceptions during a semester. We also examined the indirect effects of a growth mindset on weekly perceived learning, STEM career intentions, and final achievement via weekly task effort and emotional cost. Participants were 694 college students in introductory chemistry at a large midwestern university in the United States. Using multilevel structural equation modeling, we found that students with a greater endorsement of a growth mindset were more likely to perceive less task effort, but not emotional cost. Further, students’ growth mindset indirectly predicted their perceived learning, STEM career intentions, and achievement via perceived task effort cost.

Authors

• Hyun Ji Lee, The Ohio State University

• Patrick N. Beymer, University of Cincinnati

• Elise C. Allen, University of Northern Colorado