Implicit Mindsets of Intelligence, Achievement Goals, Self-Handicapping, and Confidence
DOI:
https://doi.org/10.47611/jsrhs.v11i4.3135Keywords:
Implicit theories of intelligence, implicit mindsets, achievement goals, academic self-handicapping, confidence in one's intelligence, undergraduate studentsAbstract
The present study seeks to further understand the relationship between implicit mindsets about the malleability of intelligence with achievement goal orientations, academic self-handicapping behaviors, and confidence in one’s intelligence among undergraduate students. A sample of 142 undergraduate students at two small, private liberal arts universities participated in this study. Using a Pearson correlation coefficient and a two-tailed test of significance, results confirmed hypotheses that having a growth mindset positively correlated with mastery-approach and mastery-avoidance achievement goals, as well as having a high confidence in intelligence. However, a growth mindset is negatively correlated with those who do not engage in self-handicapping behaviors, which refutes the first hypothesis in this study. Moreover, having a fixed mindset is positively correlated with performance-avoidance achievement goals, and having low confidence in one's intelligence, which supports the second hypothesis in this study. Yet, having a fixed mindset is negatively correlated with performance-approach achievement goals and self-handicapping behaviors; both of which refute the second hypothesis in this study. Overall, the study helps further understand the complex relationship between implicit mindsets and non-cognitive factors among undergraduate students. Using the findings in this study, college educators and professors will be better equipped to aid students who have differing mindsets and learning strategies.
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