Spontaneous intelligence definitions relate to mindset ratings: crystallized-only definers hold more growth mindsets, with no country × definition interaction¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i1–i3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Mindset ratings differed by spontaneous intelligence definition code, with crystallized-only definers more growth-oriented than fluid-only and combined definers; the fluid-only vs. combined difference was not significant (d = 0.23). → Xin Sun 2021 q3 i3 In the 2×3 ANOVA on mindset by country and self-definition code, both main effects were significant but the interaction was not (η2 < 0.01). → Xin Sun 2021 (2)

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 · i1 · associational · r2

Post hoc pairwise tests among self-definition codes (p-adjusted = 0.017) in the pooled college samples; the smallest printed contrast, fluid-only vs. combined definitions, was not significant, t(203) = −1.61, p = 0.11, d = 0.23.

"Results showed signi ficant mind- set differences between participants with fluid-only (M (SD) = 3.31 (1.04)) and crystallized-only ( M (SD) = 4.24 (1.00)) intelligence definition codes, t(204) = −6.54, p < 0.001, d = 0.92;"

Xin Sun 2021 (2)¶

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

A 2 (country) × 3 (intelligence self-definition code) between-subjects ANOVA (Fig. 4); the country main effect was "η2 = 0.18" and the definition main effect η2 = 0.03, with no interaction.

"Both main effects were signi ficant, yet the interaction was not: the country main effect, F(1, 292) = 64.11, p < 0.001, η2 = 0.18; the type of intelligence de finition main effect, F(2, 292) = 5.11, p = 0.007, η2 = 0.03; the interaction, F(2, 292) = 1.38, p = 0.254, η2 < 0.01."

Discussion¶

Related Claims¶

• Chinese students' spontaneous definitions of intelligence include more fluid and less crystallized intelligence than US students', corresponding to their more fixed mindsets — related
• Mindset ratings differ by intelligence definition (self-defined, fluid, crystallized) with a significant country × definition interaction — reports the opposite
• Growth mindsets associate with higher US mathematics scores but slightly lower Chinese mathematics scores (country × mindset interaction) — related