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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Promoting a growth mindset decreases behavioral self-handicapping among students who are on the fixed side of the
Lilla Török1,2, Zsolt Péter Szabó3,4, Gábor Orosz5
1ULR 7369-URePSSS-Unité de Recherche Pluridisciplinaire Sport Santé Société, Sherpas, Univ. Lille, Univ. Artois, Univ. Littoral Côte d'Opale, Liévin, France. torok.lilla@tf.hu.
Abstract:
The present study examined the interplay between chronic intelligence beliefs, manipulated intelligence beliefs and self-handicapping processes. Prior studies showed that holding more of a fixed intelligence theory makes one vulnerable to resorting to self-protective mechanisms such as self-handicapping, while growth intelligence mindset can serve as a protective factor for self-handicapping. However, no prior studies have examined the potential interaction between pre-experimental intelligence beliefs, the manipulation of intelligence mindsets and behavioral self-handicapping. Although in our student sample (N = 101) there was no main effect of the mindset manipulations, participants with more of an initial fixed mindset benefited a lot from a brief growth mindset manipulation and displayed the lowest levels of behavioral self-handicapping. The mindset manipulation had less effect on self-handicapping of originally more of a growth-mindset individuals. These laboratory results demonstrate the benefits of growth mindset triggers which can be especially beneficial to reduce self-handicapping of young adults with more of a fixed mindset in educational settings.
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