A growth mindset lowers perceived cognitive load and improves learning : Integrating motivation to cognitive load
Journal article
Xu, Kate M., Koorn, Petra, de Koning, Björn, Skuballa, Irene T., Lin, Lijia, Henderikx, Maartje, Marsh, Herbert W., Sweller, John and Paas, Fred. (2020). A growth mindset lowers perceived cognitive load and improves learning : Integrating motivation to cognitive load. Journal of Educational Psychology. 113(6), pp. 1177-1191. https://doi.org/10.1037/edu0000631
Authors | Xu, Kate M., Koorn, Petra, de Koning, Björn, Skuballa, Irene T., Lin, Lijia, Henderikx, Maartje, Marsh, Herbert W., Sweller, John and Paas, Fred |
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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. (PsycInfo Database Record (c) 2020 APA, all rights reserved) |
Keywords | growth mindset; cognitive load; motivation; learning; goal orientation |
Year | 2020 |
Journal | Journal of Educational Psychology |
Journal citation | 113 (6), pp. 1177-1191 |
Publisher | American Psychological Association |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000631 |
Scopus EID | 2-s2.0-85092596648 |
Open access | Published as green open access |
Page range | 1177-1191 |
Author's accepted manuscript | License All rights reserved File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 2020 |
Publication process dates | |
Accepted | 02 Jul 2020 |
Deposited | 22 Jun 2021 |
https://acuresearchbank.acu.edu.au/item/8w432/a-growth-mindset-lowers-perceived-cognitive-load-and-improves-learning-integrating-motivation-to-cognitive-load
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AM_Xu_2021_A_growth_mindset_lowers_perceived_cognitive.pdf | |
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File access level: Open |
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