Intelligence mindsets correlate with effort-ability attributions and achievement more strongly in the US than in the Chinese college sample¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The mindset–overall attribution correlation was moderate in the US sample (r = 0.41) but small in the Chinese sample (r = 0.18). → Xin Sun 2021

Evidence¶

Xin Sun 2021¶

Xin Sun, Shaylene Nancekivell, Susan A. Gelman and Priti Shah. (2021). Growth mindset and academic outcomes: a comparison of US and Chinese students. npj Science of Learning 6:21. https://doi.org/10.1038/s41539-021-00100-z

q3 · i3 · associational · r2

Study 2 correlational results echoed Study 1: "intelligence mindsets in the Chinese sample were not as strongly related to motivational outcomes" compared to the US sample.

"Intelligence mindset correlated with the overall effort-ability attribution of academic achievement in both groups, again with a moderate effect in the US sample ( r = 0.41, p < 0.001) but small effect in the Chinese sample ( r = 0.18, p = 0.016; Z = 2.38, p = 0.009)."

Discussion¶

Learner Variables¶

• Mindset — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Chinese middle-school students endorse significantly more fixed mindsets of intelligence than US students (PISA 2018) — related
• Chinese college students endorse more fixed intelligence mindsets, more effort attribution for school-level achievement, and more ability attribution for expert-level achievement than US students — related