scholarly journals Brief growth mindset and mindfulness inductions to facilitate effort after negative feedback

2021 ◽  
Author(s):  
Tamas Nagy ◽  
Kata Sik ◽  
Lilla Torok ◽  
Beáta Bőthe ◽  
Zsofia K. Takacs ◽  
...  
Keyword(s):  
Negative Feedback ◽  
Mindfulness Meditation ◽  
Growth Mindset ◽  
The Other ◽  
Dropping Out ◽  
Dispositional Mindfulness ◽  
Iq Test ◽  
Academic Settings ◽  
Stable Characteristic ◽  
Harmful Effects

Negative feedback in academic settings is often unavoidable, although it may directly interfere with the ultimate goal of education, as setbacks can diminish motivation, and may even lead to dropping out of school. Previous research suggests that certain predispositions, inductions, and interventions might mitigate the harmful effects of negative feedback. Among others, growth mindset beliefs and mindfulness meditation were proposed as the most promising candidates that may help students to retain motivation. In a pre-registered, randomized experiment, we gave a disappointing evaluation to 383 university students in a bogus laboratory IQ test situation. Half of the participants previously received a growth mindset induction referring to intelligence as a malleable characteristic, while the other half received a fixed mindset induction referring to intelligence as a stable characteristic that cannot be changed. Then participants had a brief mindfulness meditation session or a control condition. Subsequently, they could choose to complete practice tasks before the final IQ assessment. The number of completed optional tests was used as a behavioral proxy for effort. The results showed no difference in effort for the growth mindset or the mindfulness meditation groups, compared to the other conditions. However, those that reported having higher dispositional mindfulness completed more optional tasks after mindfulness meditation. We concluded that our brief mindset and mindfulness inductions may not be adequate for everyone to alleviate the demotivating effects of negative feedback, but it does not necessarily mean that mindfulness cannot help implementing a growth mindset.

Policy Report ~ Informe

2016 ◽  
Vol 32 (2) ◽  
pp. 357-378 ◽  
Author(s):  
Patricia Gándara
Keyword(s):  
Young People ◽  
Academic Preparation ◽  
The Other ◽  
Dropping Out ◽  
Job Opportunities ◽  
Mexican Schools ◽  
The U.S

Millions of young people receive part of their education in the U.S. and part in Mexico. However, neither the U.S. nor Mexican schools are prepared to educate students from “the other side.” This commonly results in loss of school credit, poor academic preparation and dropping out, which leads to very limited job opportunities and wasted human talent. This article suggests several ways in which this problem can be addressed. Millones de jóvenes reciben parte de su educación en los Estados Unidos y parte en México. Sin embargo, ni las escuelas de los Estados Unidos ni las de México están preparadas para educar a los estudiantes “del otro lado”. Esta situación comúnmente resulta en la pérdida de créditos escolares, la mala preparación académica y en el abandono de los estudios, lo que conduce a muy limitadas oportunidades de empleo y al desperdicio de talento humano. Este artículo sugiere varias maneras en las cuales se puede abordar este problema.

scholarly journals Working Paper: Application of automatic sentiment analysis: The role of emotions in an experimental learning intervention

2020 ◽  
Author(s):  
Manyu Li
Keyword(s):  
Sentiment Analysis ◽  
School Achievement ◽  
Emotional Valence ◽  
Growth Mindset ◽  
Intervention Effect ◽  
Sentence Level ◽  
Academic Settings ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

This secondary-analysis register report aims at testing the role of emotion in the intervention effect of an experimental intervention study in academic settings. Previous analyses of the National Study of the Learning Mindset (Yeager et al., 2019) showed that in a randomized controlled trial, high school students who were given the growth mindset intervention had, on average higher GPA than did students in the control condition. Previous analyses also showed that school achievement levels moderated the intervention effect. This study further explores whether the emotion students experienced during the growth mindset intervention plays a role in the intervention effect. Specifically, using a sentence-level automated text analysis for emotional valence (i.e. sentiment analysis), students’ written reflections during the intervention are analyzed. Linear mixed models are conducted to test if valence reflected in the written texts predicted higher intervention effect (i.e. higher post-intervention GPA given pre-intervention GPA). The moderating role of school achievement levels was also examined. A 10% random sample of the data was analyzed as a pilot study for this registered report to test for feasibility and proof-of-concept. Results of the pilot data showed small, yet significant relations between emotional valence and intervention effects. The results of this study have implications on the role of emotion in the results of intervention or experimental studies, especially those that are conducted in academic settings. This study also introduces a user-friendly text-based analytic method for experimental psychologists to detect and analyze sentence-level emotional valence in an intervention or experimental study.

scholarly journals Motivational Situations of Choice

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Charles Elliott ◽  
◽  
Paul Story ◽  
Keyword(s):  
Free Will ◽  
Self Regulation ◽  
The Other ◽  
Time Constraints ◽  
External Regulation ◽  
Extra Credit ◽  
Instructor Feedback ◽  
Academic Settings ◽  
Regulation Strategies

The present research explores situations that demonstrate enhancing effects on motivation based on the amount of choice seen by individuals. Individuals who are intrinsically motivated see more choice in certain academic settings, including those that foster self-regulation and autonomy. Extrinsically motivated individuals are predicted to see more promise in reward and external regulation strategies. We identified six separate situations: a free will situation, a learning of materials situation, an instructor feedback situation, an extra credit situation, and two time-based situations. Four of these situations target a certain type of motivation, either intrinsic or extrinsic. The other two situations were used as a means to analyze pressure and tension due to time constraints. The goal of the present research was to identify correlations in these crafted situations with motivational measures from previous studies which examined choice and autonomy.

scholarly journals Towards Growth-Mindset Mathematics Teaching in the Netherlands

10.29007/gdgh ◽  
2019 ◽  
Author(s):  
Greg Alpar ◽  
Marloes van Hoeve
Keyword(s):  
Best Practices ◽  
Personal Growth ◽  
Mathematics Teaching ◽  
Time Pressure ◽  
Deep Understanding ◽  
Growth Mindset ◽  
The Other ◽  
Research Projects ◽  
New Era ◽  
Collaboration And Communication

Mathematics is the foundation of sciences and it is important in a learner’s career success. Growth mindset in mathematics teaching is essential to reach a broader student population effectively. Shifting the focus from performance and time pressure to deep understanding and personal growth, unnecessary competition vanishes among learners. As a result, they develop a better relation with their own thinking and they gain insights into the thinking of others. At the same time, collaboration and communication emerge naturally. The fear of mathematics and making mistakes disappear, while students learn by connecting ideas and applying the already learned study material.In the academic years of 2017-2018 and 2018-2019, two Dutch research projects dealt with the application of a growth mindset in mathematics teaching. One was in secondary schools, the other one at universities. In this article, we briefly report about and reflect on the exciting results of these studies and suggest further directions for research and the development of best practices.The ideas and experiences described in this paper are urgent as currently we are at the threshold of a new era in which education and learning are (and should be) really open for everyone; with low floor and without ceilings.

Oestradiol increases the extracellular levels of amine metabolites in the ewe hypothalamus during anoestrus: a microdialysis study

1992 ◽  
Vol 135 (3) ◽  
pp. 421-NP ◽  
Author(s):  
V. Gayrard ◽  
B. Malpaux ◽  
J. C. Thiéry
Keyword(s):  
Negative Feedback ◽  
Homovanillic Acid ◽  
Regulatory Mechanism ◽  
The Other ◽  
Mediobasal Hypothalamus ◽  
Extracellular Medium ◽  
Oestradiol Treatment ◽  
Microdialysis Study ◽  
Lh Secretion ◽  
Retrochiasmatic Area

ABSTRACT Giving a subcutaneous oestradiol implant during anoestrus to ovariectomized ewes inhibits pulsatile LH secretion. This effect results from an increased negative feedback of oestradiol and depends on the synthesis of biogenic amines, mainly from the mediobasal hypothalamus. In the present study, we examined the effect of oestradiol on the extracellular levels of amines and their metabolites. Eight ewes were sampled by microdialysis from the lateral retrochiasmatic area, including the dopaminergic A15 nucleus, during inhibition of LH secretion by long days. Two dialysis sessions were carried out on each ewe; one after a 10-day oestradiol treatment and the other one after 10 days without oestradiol treatment. Half of the ewes were first oestradiol-treated then untreated, the other half received the treatment in the reverse order. Oestradiol caused a decline in pulsatile LH secretion without affecting the secretion of prolactin. This steroid also led to a significant increase in the levels of amine metabolites: 3,4-dihydroxyphenylacetic acid, homovanillic acid and 5-hydroxyindolacetic acid in the extracellular medium. These results demonstrate the effect of oestradiol on aminergic activity as related to changes in hormonal secretions during long days (16 h of light per 24 h). Thus our data support the hypothesis that amines inhibit gonadotrophic secretion during anoestrus in the ewe and suggest that there is an activation of the aminergic neurones from the retrochiasmatic area in this regulatory mechanism. Journal of Endocrinology (1992) 135, 421–430

COMPARISON OF LIGHTLY GRAZED AND UNGRAZED RANGE IN THE FESCUE GRASSLAND OF SOUTHWESTERN ALBERTA

1961 ◽  
Vol 41 (3) ◽  
pp. 615-622 ◽  
Author(s):  
Alexander Johnston
Keyword(s):  
Soil Moisture ◽  
Soil Temperature ◽  
Field Study ◽  
Water Intake ◽  
Soil Profile ◽  
Basal Area ◽  
The Other ◽  
Intake Rate ◽  
Vegetative Cover ◽  
Harmful Effects

The influence of grazing on the vegetative cover of fescue grassland in southwestern Alberta was assessed by studying two adjoining sites, one lightly grazed, the other ungrazed. Percentage basal area, yield, water-intake rate, soil temperature, soil moisture, and amount of root material were compared on a paired plot basis.The data showed that light grazing resulted in the development of a richer flora dominated by Danthonia parryi. Protection from grazing appeared to simplify the flora with a trend toward a cover consisting largely of Festuca scabrella. There was little evidence of difference in productivity between the two sites. Cooler and moister conditions prevailed in the upper 12 inches of the soil profile of the ungrazed site as a result of heavy accumulation of mulch. Considerably more root material to a depth of 54 inches was present on the lightly grazed site. The harmful effects of herbage removal, shown by clipping studies, were not apparent in the field study under a light rate of grazing.

scholarly journals Rate constants rather than biochemical mechanism determine behaviour of genetic clocks

2008 ◽  
Vol 5 (suppl_1) ◽  
Author(s):  
Emery Conrad ◽  
Avraham E Mayo ◽  
Alexander J Ninfa ◽  
Daniel B Forger
Keyword(s):  
Transcription Regulation ◽  
Negative Feedback ◽  
Rate Constants ◽  
The Other ◽  
Type I ◽  
Type Ii ◽  
Biochemical Mechanism ◽  
Wide Range ◽  
Negative Feedbacks ◽  
Positive And Negative Feedbacks

Many biological systems contain both positive and negative feedbacks. These are often classified as resonators or integrators. Resonators respond preferentially to oscillating signals of a particular frequency. Integrators, on the other hand, accumulate a response to signals. Computational neuroscientists often refer to neurons showing integrator properties as type I neurons and those showing resonator properties as type II neurons. Guantes & Poyatos have shown that type I or type II behaviour can be seen in genetic clocks. They argue that when negative feedback occurs through transcription regulation and post-translationally, genetic clocks act as integrators and resonators, respectively. Here we show that either behaviour can be seen with either design and in a wide range of genetic clocks. This highlights the importance of parameters rather than biochemical mechanism in determining the system behaviour.

BIFURCATION STRUCTURE OF SCALAR DIFFERENTIAL DELAYED EQUATIONS

1991 ◽  
Vol 01 (03) ◽  
pp. 657-665 ◽  
Author(s):  
C. P. MALTA ◽  
C. GROTTA RAGAZZO
Keyword(s):  
Lower Bound ◽  
Periodic Solutions ◽  
Negative Feedback ◽  
Complex Dynamics ◽  
Period Doubling ◽  
Feedback Condition ◽  
Numerical Results ◽  
The Other ◽  
Bifurcation Structure ◽  
Dominant Frequencies

We study periodic solutions of the equation [Formula: see text], with f(X) given by f1(X) = AX(1 − X) or f2(X) = πµ (1 − sin X), grouped in some sets characterized by different dominant frequencies. Numerical results with f(X) = f1(X) are given. One of these sets is shown to exhibit period-doubling cascade in the direction of both parameters A and τ. The other sets are shown to exhibit many other period-doubling cascades as τ is varied establishing a relation between the bifurcation structure within the sets. Furthermore we obtain a lower bound on A and µ for the existence of more complex dynamics. We conjecture that this fact is related to the violation of the so-called "negative-feedback condition."

Reciprocity of Liking following Face-to-Face Encounters with Attractive and Unattractive others

1986 ◽  
Vol 59 (2) ◽  
pp. 599-609 ◽  
Author(s):  
Warner Wilson ◽  
Wilma Henzlik
Keyword(s):  
Negative Feedback ◽  
Introductory Psychology ◽  
Female Students ◽  
The Other ◽  
Strong Tendency ◽  
Male And Female ◽  
Face To Face ◽  
Opposite Sex

48 male and female students in introductory psychology engaged in a get acquainted conversation with a confederate of the opposite sex. After the conversation, the experimenter asked each person to rate the other and indicated that they would then see each other's ratings as a part of the acquaintance process. Immediately after the first ratings were exchanged, however, the experimenter asked both subjects for a second confidential rating. According to prior instructions, the confederate gave either positive (7 to 9) or negative (3 to 6) preliminary ratings. The second rating, which was of liking, showed a strong tendency for the subjects to reciprocate the favorability of the first ratings made of them by the confederate. Attractive more than unattractive confederates were better liked. In contrast to previous research, however, data showed no tendency for subjects to respond more strongly to positive or negative feedback from an attractive rather than from an unattractive other.

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