Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms (2024)

Altikulaç, S., Janssen, T., Yu, J., Nieuwenhuis, S., & van Atteveldt, N. (2024). Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12676

Altikulaç, Sibel ; Janssen, Tieme ; Yu, Junlin et al. / Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. In: British Journal of Educational Psychology. 2024.

@article{825e6bff594b4a90b5fe6df40d520f42,

title = "Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms",

abstract = "BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.AimsBecause of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms).SampleSelf-report questionnaire data were collected from 724 students (11.0–14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.).MethodsLatent profile analysis was conducted using mindset, achievement goals and effort beliefs.ResultsFour profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms.ConclusionsOur study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.",

keywords = "516 Educational sciences, 515 Psychology",

author = "Sibel Altikula{\c c} and Tieme Janssen and Junlin Yu and Smiddy Nieuwenhuis and {van Atteveldt}, Nienke",

year = "2024",

month = mar,

doi = "10.1111/bjep.12676",

language = "English",

journal = "British Journal of Educational Psychology",

issn = "0007-0998",

publisher = "Scottish Academic Press",

}

Altikulaç, S, Janssen, T, Yu, J, Nieuwenhuis, S & van Atteveldt, N 2024, 'Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms', British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12676

Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. / Altikulaç, Sibel; Janssen, Tieme; Yu, Junlin et al.
In: British Journal of Educational Psychology, 03.2024.

Research output: Contribution to journal › Article › Scientific › peer-review

TY - JOUR

T1 - Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms

AU - Altikulaç, Sibel

AU - Janssen, Tieme

AU - Yu, Junlin

AU - Nieuwenhuis, Smiddy

AU - van Atteveldt, Nienke

PY - 2024/3

Y1 - 2024/3

N2 - BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.AimsBecause of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms).SampleSelf-report questionnaire data were collected from 724 students (11.0–14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.).MethodsLatent profile analysis was conducted using mindset, achievement goals and effort beliefs.ResultsFour profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms.ConclusionsOur study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.

AB - BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.AimsBecause of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms).SampleSelf-report questionnaire data were collected from 724 students (11.0–14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.).MethodsLatent profile analysis was conducted using mindset, achievement goals and effort beliefs.ResultsFour profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms.ConclusionsOur study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.

KW - 516 Educational sciences

KW - 515 Psychology

U2 - 10.1111/bjep.12676

DO - 10.1111/bjep.12676

M3 - Article

SN - 0007-0998

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

ER -

Altikulaç S, Janssen T, Yu J, Nieuwenhuis S, van Atteveldt N. Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. British Journal of Educational Psychology. 2024 Mar. doi: 10.1111/bjep.12676