Achievement Experience as a Predictor of Mindset Development: Comparison Between Middle and High Schools (Poster 20)

• In Event: AERA Poster Session Friday 1:30 p.m.
  In Poster Session: Patterns, Networks, Trajectories, and More! Exploring Individual Beliefs and Diverse Correlates

Abstract

Does growth experience in achievement shape growth mindset? We examined the relationships between academic achievement, self-efficacy, and fixed mindset at different time points and their change rates using multivariate latent growth modeling on regionally representative Korean panel data. In middle school (N = 5,762), growth in achievement negatively predicted the final-year fixed mindset, with self-efficacy serving as a mediator. Conversely, high school students’ (N = 4,983) mindset beliefs were rather fixed and independent of changes in prior achievement. In both school levels, unexpectedly, initial achievement positively predicted fixed mindset two years later. Our findings provide theoretical insights into mindsets' antecedents and developmental variations and practical suggestions for joint interventions in earlier adolescence targeting both mindset and learning experiences.

Authors

• Dayeon Jeong, Korea University - Brain and Motivation Research Institute

• Benjamin Nagengast, University of Tübingen

• Mimi Bong, Korea University