The effect of a growth mindset intervention does not interact with knowledge type for motivation, cognitive load, or recall¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Mixed ANCOVA showed no significant knowledge type × mindset intervention interaction for interest, enjoyment, difficulty, effort, or recall performance. → Kate M. Xu 2024

Evidence¶

Kate M. Xu 2024¶

Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas, David C. Geary. (2024). An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09880-3

q3 · i? · causal · r2

Mixed ANCOVA with baseline growth mindset as covariate in the 144-participant randomized experiment. The article reports "no significant interaction effects" between knowledge type and mindset intervention on any dependent variable; only F and p values are printed.

"Results indicated there were no significant interaction effects (also see means, marginal means in Table 2), including for interest (F (1, 141) = 2.52, p = 0.115), enjoyment (F (1, 141) = 2.39, p = 0.124), perceived difficulty (F (1, 141) = 2.37, p = 0.126)"

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• A short growth mindset intervention raised growth mindset belief but produced no significant difference from control in recall performance, interest, enjoyment or perceived difficulty and effort, for either knowledge type — related
• Motivational interventions can lower perceived cognitive load and improve retention and transfer, indicating load perception is partly independent of task difficulty — reports the opposite
• Learning biologically primary words is rated as more enjoyable and more interesting than learning biologically secondary words — related