A BOOST FOR THE INITIAL UNDERACHIEVERS: THE EFFECTS OF A GROWTH MINDSET AND ADVERSITY ON PRACTICE EFFORT IN NOVEL TASKS

Abstract

One’s encounter and development of novel task proficiencies are common yet important occurrences in the lifetime. At the same time, research has placed growth mindsets as an area of promise in facilitating such successful learning outcomes, especially under adversity. This study examined practice effort and performance as outcome variables with respect to growth mindsets and initial failure or success represented by binary performance tracks. A total of 175 undergraduate participants completed all four sessions of the experiment. Although growth mindset and track were not found to be significant predictors of practice effort and performance, a significant interaction was observed between growth mindset and track on practice effort. It was found that for those who belonged to the initial-failure or adversity track, one’s growth mindset had a significant positive effect on practice effort. However, the intuitive theory that one’s practice leads to performance was not supported by the study’s results. Ultimately, growth mindsets continue to assert its significance in facilitating positive outcomes, although it only does so in certain environments.