Song Juyeon, Kim Sung-Il, Bong Mimi
Department of Education, Korea National University of Education, Chungbuk, South Korea.
Department of Education, Brain and Motivation Research Institute (bMRI), Korea University, Seoul, South Korea.
Front Psychol. 2020 Jan 15;10:2943. doi: 10.3389/fpsyg.2019.02943. eCollection 2019.
The purpose of this study was to examine the effect of a growth mindset on achievement goal adoption in the face of failure. We also sought to investigate the mediating role of controllability attribution in order to understand the underlying process behind the effect of mindset on achievement goal adoption following failure. One hundred and seventy-two 4 and 5 grade students participated in an experimental task. In the manipulation phase, in related to the experimental task, 71 participants were provided with growth mindset-based information, and the other 101 were provided with fixed mindset-based information. After completing the experimental task on a computer, all participants were informed that they had failed the task. The participants then responded to controllability attribution and achievement goal scales. We empirically demonstrated that a growth mindset had a positive influence on mastery goal adoption, while it did not predict performance goal adoption. We also found that controllability attribution had a full mediation effect on the relationship between the presence of a growth mindset and mastery goal adoption; this finding implies that a key element in promoting the adoption of mastery goals following failure is attributing the failure to controllable causes, a belief which arises from a stronger growth mindset.
本研究的目的是考察成长型思维模式在面对失败时对成就目标采纳的影响。我们还试图探究可控性归因的中介作用，以了解思维模式对失败后成就目标采纳影响背后的潜在过程。172名四年级和五年级学生参与了一项实验任务。在操纵阶段，与实验任务相关，71名参与者被提供了基于成长型思维模式的信息，另外101名参与者被提供了基于固定型思维模式的信息。在电脑上完成实验任务后，所有参与者被告知他们任务失败了。然后参与者对可控性归因和成就目标量表做出反应。我们通过实证证明，成长型思维模式对掌握目标的采纳有积极影响，而对成绩目标的采纳没有预测作用。我们还发现，可控性归因在成长型思维模式的存在与掌握目标采纳之间的关系中具有完全中介作用；这一发现意味着，失败后促进采纳掌握目标的一个关键因素是将失败归因于可控原因，这种信念源于更强的成长型思维模式。
