Growth Mindsets, Cognitive Development and Mental Health Outcomes in Children exposed to Caregiving-Related Early Adversity

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic - Cognitive Processes

Abstract

Growth mindsets, a system of beliefs reinforcing the malleability and improvability of specific traits and abilities, such as intelligence (Dweck, 2000; Dweck & Leggett, 1988) are linked to enhanced cognitive development and higher academic achievement in children, adolescents, and adults, providing great promise for a cognitive style that can modify learning systems. Growth mindsets may be particularly relevant for children who have been exposed to caregiving-related early adversities (crEAs), a population at significant risk for poor cognitive development and academic achievement, as well as psychopathology. Therefore, the current study sought to examine mindsets in school-age children between 6-12 years old (N=318), who had either experienced crEAs (n=202), or had no history of crEA exposure (comparison; n=116). Children in the crEA group had multiple and heterogeneous exposure to crEAs, and comprised the following populations: early institutional care, foster care, significant parental separations, and/or caregiving disruptions/instabilities. Mindsets (both children’s and parents’), cognitive behavior, academic performance, and mental health symptoms were assessed using behavioral paradigms, neurocognitive assessments, and parent-report questionnaires. There were group differences in mindsets between comparison and crEA-exposed children, such that children exposed to caregiving-related early adversities had a more growth mindset than the comparison group. Growth mindsets of all children, regardless of crEA exposure, were associated with higher academic achievement and inhibitory control/attention as measured by the in-lab neurocognitive Flanker assessment, even when controlling for estimated IQ. As part of a two-subscale parent mindset measure, neither parents’ failure mindset (i.e., seeing failure as an opportunity for learning), nor parents’ intelligence mindset (i.e., seeing intelligence as malleable), were associated with mindset in children. Although parents' failure mindsets were uncorrelated with children's mindsets, both contributed unique variance to children's estimated IQ. Children’s mindset was not associated with mental health symptoms. These findings suggest that mindset differs as a function of crEA exposure; moreover, it may be a psychological source of resilience for cognitive development and academic achievement even when following adversity exposure. Given that growth mindsets can be taught, this variable should be considered as part of interventions for children exposed to crEAs.

Authors

• Syntia Hadis, Columbia University
  Presenting Author

• Melis Muradoglu, Stanford University
  Non-Presenting Author

• Michelle VanTieghem, New York University Medical Center
  Non-Presenting Author

• Paul A Bloom, Columbia University
  Non-Presenting Author

• Nicolas L Camacho, Columbia University
  Non-Presenting Author

• Tricia Choy, University of California - Riverside
  Non-Presenting Author

• Andrea Fields, Columbia University
  Non-Presenting Author

• Lisa Gibson, Columbia University
  Non-Presenting Author

• Chelsea Marie Harmon, Columbia University
  Non-Presenting Author

• Charlotte Heleniak, University Of Washington
  Non-Presenting Author

• Anna Vannucci, Columbia University
  Non-Presenting Author

• Andrei Cimpian, New York University
  Non-Presenting Author

• Nim Tottenham, Columbia University
  Non-Presenting Author