A Growth Mindset Lowers Perceived Cognitive Load and Improves Learning: Integrating Motivation to Cognitive Load

Autor/inn/en	Xu, Kate M.; Koorn, Petra; de Koning, Björn; Skuballa, Irene T.; Lin, Lijia; Henderikx, Maartje; Marsh, Herbert W.; Sweller, John; Paas, Fred
Titel	A Growth Mindset Lowers Perceived Cognitive Load and Improves Learning: Integrating Motivation to Cognitive Load
Quelle	In: Journal of Educational Psychology, 113 (2021) 6, S.1177-1191 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Kate M.) ORCID (Marsh, Herbert W.) ORCID (Paas, Fred)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000631
Schlagwörter	Cognitive Ability; Learning Motivation; Learning Processes; Retention (Psychology); Student Attitudes; Prior Learning; Mastery Learning; Goal Orientation; Comparative Analysis; Teaching Methods; Secondary School Students; Transfer of Training; Tests; Grade 10; Intervention; Hypothesis Testing; Correlation; Learning Theories; Foreign Countries; Measures (Individuals); Netherlands + Suchen Sie Ihr Suchwort? Denkfähigkeit; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Merkfähigkeit; Schülerverhalten; Vorkenntnisse; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Training; Transfer; Ausbildung; Examination; Prüfung; Examen; Hypothesenprüfung; Hypothesentest; Korrelation; Learning theory; Lerntheorie; Ausland; Messdaten; Niederlande
Abstract	Many large-scale, school-based interventions have attempted to improve academic performance through promoting students' growth mindset, defined as the belief that one's intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention and transfer of learning, as well as process-related variables such as cognitive load. In a double-blind, randomized controlled experiment based on 138 secondary school students, the effects of an experimentally induced growth mindset belief were examined during a learning phase in a classroom setting. Participants in the growth mindset condition perceived a lower intrinsic load and extraneous load and performed better on retention and transfer tests. Students with some prior knowledge also reported a higher mastery goal orientation. Supplementary mediation analysis suggested that the effect on transfer could be fully accounted for by changes in cognitive load perceptions. Future interventions may benefit from designs that promote motivational beliefs that reduce intrinsic and extraneous cognitive load perceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01