Associations between maths ability mindset, maths task preference and physiological responses to feedback during an arithmetic task across two primary school years

Students' mindsets, reactions to feedback and learning-related behaviour are important for academic success, yet little is known about how these factors and their interconnections develop during primary school.

To explore longitudinal associations between students' mindsets, physiological responses to performance feedback, and task preference in maths across two primary school years.

Eighty-nine students were followed from grade 3 to grade 4.

During the autumn term of both grades, students' mindsets were assessed using a questionnaire. After a challenging maths task, students chose their next task-either another challenging one to learn more or an easy task to succeed. Skin conductance was recorded during an arithmetic task with performance feedback. Mixed-effects models were used to analyse associations and their development.

We found that growth-minded students preferred the challenging task in both grades, yet mindset did not relate to feedback-related physiological responses. Task preference demonstrated only partly marginal associations with these responses and only in the beginning of the task. Specifically, students preferring the challenging task showed a smaller and faster-habituating physiological reaction to feedback at task onset.

Physiological responses and mindset had unique relations with task preference, suggesting the potential importance of both in learning. Associations with only initial physiological responses and their habituation, not overall feedback-related responses, suggest subtle temporal changes in physiological reactions during educational activities. The present findings, although requiring replication, suggest that supporting students in regulating performance-related arousal at task onset may be particularly important.