Students' Response to Academic Setback: "Growth Mindset" as a Buffer against Demotivation.

By Anindito Aditomo. 2015

87 citations recorded by the source corpus.

It is important to understand why some students are able to bounce back following setbacks, while others become demotivated and suffer negative consequences. This study tests a model which places students’ beliefs about ability ( Dweck & Leggett, 1988 ) as a key factor which may influence students’ motivational response to setbacks and achievement. A survey was conducted among second semester university students in Indonesia (N=123, mean age 18.67 years, 81% female) enrolled in a challenging statistics course. Beliefs about intelligence, about academic ability, and goal orientation were measured at the beginning of the semester, while effort attribution and de-motivation were measured one week after the mid-term examination grades were announced. Mid-term and final examination grades were obtained from the course instructor, while first semester GPA (as an index of prior ability) was obtained from the university register. Path analysis indicated that growth mindset about academic ability (but not about intelligence) prompted the adoption of mastery goals and effort attribution, which buffered against demotivation in the face of academic setback, which in turn led to better academic achievement. This motivational pattern became more pronounced among students who experienced setback in their mid-term exam.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ad17adcd6f763f6a5fab279d18bcac8a44e8f2a1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

  1. Soo Jeoung Han
  2. Vicki Stieha

In Social Psychology

  1. Soo Jeoung Han
  2. Vicki Stieha

Citations in the corpus