Abstract
Background
According to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.
Aims
Because of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms).
Sample
Self-report questionnaire data were collected from 724 students (11.0–14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.).
Methods
Latent profile analysis was conducted using mindset, achievement goals and effort beliefs.
Results
Four profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms.
Conclusions
Our study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.
| Original language | English |
|---|---|
| Journal | British Journal of Educational Psychology |
| ISSN | 0007-0998 |
| DOIs | |
| Publication status | Published - Mar 2024 |
| MoE publication type | A1 Journal article-refereed |
Fields of Science
- 516 Educational sciences
- 515 Psychology
- 1 Active
-
Crafting learning environments to cultivate students' growth mindset
Yu, J. & Gale, J.
Academy of Finland
01/09/2023 → 31/08/2027
Project: Academy of Finland: Academy Research Fellow
Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver
Altikulaç, S., Janssen, T., Yu, J., Nieuwenhuis, S., & van Atteveldt, N. (2024). Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12676
Altikulaç, Sibel ; Janssen, Tieme ; Yu, Junlin et al. / Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. In: British Journal of Educational Psychology. 2024.
@article{825e6bff594b4a90b5fe6df40d520f42,
title = "Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms",
abstract = "BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.AimsBecause of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms).SampleSelf-report questionnaire data were collected from 724 students (11.0–14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.).MethodsLatent profile analysis was conducted using mindset, achievement goals and effort beliefs.ResultsFour profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms.ConclusionsOur study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.",
keywords = "516 Educational sciences, 515 Psychology",
author = "Sibel Altikula{\c c} and Tieme Janssen and Junlin Yu and Smiddy Nieuwenhuis and {van Atteveldt}, Nienke",
year = "2024",
month = mar,
doi = "10.1111/bjep.12676",
language = "English",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",
publisher = "Scottish Academic Press",
}
Altikulaç, S, Janssen, T, Yu, J, Nieuwenhuis, S & van Atteveldt, N 2024, 'Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms', British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12676
Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. / Altikulaç, Sibel; Janssen, Tieme; Yu, Junlin et al.
In: British Journal of Educational Psychology, 03.2024.
Research output: Contribution to journal › Article › Scientific › peer-review
TY - JOUR
T1 - Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms
AU - Altikulaç, Sibel
AU - Janssen, Tieme
AU - Yu, Junlin
AU - Nieuwenhuis, Smiddy
AU - van Atteveldt, Nienke
PY - 2024/3
Y1 - 2024/3
N2 - BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.AimsBecause of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms).SampleSelf-report questionnaire data were collected from 724 students (11.0–14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.).MethodsLatent profile analysis was conducted using mindset, achievement goals and effort beliefs.ResultsFour profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms.ConclusionsOur study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.
AB - BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.AimsBecause of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms).SampleSelf-report questionnaire data were collected from 724 students (11.0–14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.).MethodsLatent profile analysis was conducted using mindset, achievement goals and effort beliefs.ResultsFour profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms.ConclusionsOur study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.
KW - 516 Educational sciences
KW - 515 Psychology
U2 - 10.1111/bjep.12676
DO - 10.1111/bjep.12676
M3 - Article
SN - 0007-0998
JO - British Journal of Educational Psychology
JF - British Journal of Educational Psychology
ER -
Altikulaç S, Janssen T, Yu J, Nieuwenhuis S, van Atteveldt N. Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. British Journal of Educational Psychology. 2024 Mar. doi: 10.1111/bjep.12676
 - BeNextBrand.Com)