The mindsets × societal norm effect across 78 cultures: Growth mindsets are linked to performance weakly and well-being negatively in societies with fixed-mindset norms

Mind, brain and education-Neuromechanisms during child development

BACKGROUND AND AIMS

Educational neuroscience has emerged as an interdisciplinary field aimed at elucidating the neurobiological underpinnings of learning and educational outcomes. By synthesizing findings from diverse research endeavours, this Editorial aims to delineate the intricate interplay between neural processes and educational experiences, shedding light on the factors that shape cognitive development and learning trajectories in children.

RESULTS

This Editorial highlights significant advancements, spanning investigations into neural mechanisms, cognitive development and educational interventions on the basis of four exemplary topics and their effects on academic learning and achievement: student's academic self-concept, (cyber-)bullying, reading skills/dyslexia and a growth mindset intervention. Summaries of the four empirical contributions in this special issue are presented and discussed in relation to how they provide insight into the dynamic interplay between neural mechanisms and environmental influences, underscoring the role of early experiences in sculpting brain development and shaping educational outcomes. Furthermore, the integration of neuroscientific techniques (e.g., fMRI, eye-tracking) with educational research methodologies has provided novel insights into the neural correlates of learning processes, executive functions and socio-emotional development during childhood.

CONCLUSIONS

In conclusion, the pivotal role of Educational Neuroscience in bridging the gap between neuroscience and education is highlighted. By elucidating the neurobiological foundations of learning, this interdisciplinary field offers valuable insights for informing evidence-based educational practices and interventions tailored to individual learning profiles. Moving forward, continued collaboration between researchers, educators and policymakers is essential to harnessing the full potential of Educational Neuroscience in promoting cognitive growth and academic success across diverse learner populations.

"Broken fragments or a breathtaking mosaic": A mixed methods study of self-reported attributes and aspirations of siblings of individuals with and without neurodevelopmental conditions

Siblings of individuals with neurodevelopmental conditions (NDCs) experience distinct challenges and have unique strengths compared to siblings of individuals without NDCs. The present study examined attributes and aspirations of siblings of individuals with and without neurodevelopmental conditions, and analyzed the association between qualitative responses and quantitative measures of growth mindset, positive and negative valence, and mental health diagnoses. A novel mixed methods thematic analysis was employed to explore the experiences of 166 siblings (75 NDC and 91 controls, aged 14-26, 66.27% female) completing an online survey as part of a larger study on sibling mental health. The overarching theme described The Process of Self-Actualization and Integration, reflecting the journey siblings undergo in seeking to understand themselves and others amidst psychological challenges. It encompassed three subthemes: Personal Growth and Identity Formation; Connection and Belonginess; and Societal Perspective and Global Consciousness. Qualitative responses were analyzed within a Research Domain Criteria (RDoC) framework, and associations between phenomenology and mental health diagnoses examined. NDC siblings had higher negative valence and lower positive valence embedded in their responses, and quantitatively lower self-reported growth mindset (i.e., beliefs about the capacity for personal growth), compared to control siblings, which correlated with self-reported mental health diagnoses. Findings suggest clinical practice may focus on optimizing self-identified strengths and offer opportunities for self-actualization of hopes and ambitions, while providing support for families to attenuate bioecological factors impacting mental health.

Mental health markers and protective factors in students with symptoms of physical pain across WEIRD and non-WEIRD samples - a network analysis

BACKGROUND

Studies conducted in Western societies have identified variables associated with chronic pain, but few have done so across cultures. Our study aimed to clarify the relationship between specific mental health markers (i.e., depression, anxiety, posttraumatic stress disorder [PTSD], perceived stress) as well as specific protective factors (i.e., social support and self-efficacy) related to physical pain among university students across non-WEIRD and WEIRD samples.

METHOD

A total of 188 university students (131 women and 57 men) were included in the study. We used network analysis to ascertain mental health markers especially central to the experience of physical pain.

RESULTS

No statistically significant difference was found between mental health markers (i.e., depression, anxiety, perceived stress, and PTSD) and protective factors (i.e., social support and self-efficacy) associated with physical pain symptoms for Swiss students versus Indian students (M = 0.325, p = .11). In addition, networks for Swiss versus Indian students did not differ in global strength (S = 0.29, p = .803). Anxiety was the most central mental health marker, and social support was the most important protective factor related to physical pain in both countries. However, for Swiss students, perceived stress, and for Indian students, PTSD symptoms were central mental health markers related to physical pain.

CONCLUSION

Our results identify factors that may serve as important treatment targets for pain interventions among students of both countries before it becomes chronic.

Measuring Intellectual Curiosity across Cultures: Validity and Comparability of a New Scale in Six Languages

Intellectual curiosity-the tendency to seek out and engage in opportunities for effortful cognitive activity-is a crucial construct in educational research and beyond. Measures of intellectual curiosity vary widely in psychometric quality, and few measures have demonstrated validity and comparability of scores across multiple languages. We analyzed a novel, six-item intellectual curiosity scale (ICS) originally developed for cross-national comparisons in the context of the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). Samples from six countries representing six national languages (U.S. Germany, France, Spain, Poland, and Japan; total N = 5,557) confirmed that the ICS possesses very good psychometric properties. The scale is essentially unidimensional and showed excellent reliability estimates. On top of factorial validity, the scale demonstrated strict measurement invariance across demographic segments (gender, age groups, and educational strata) and at least partial scalar invariance across countries. As per its convergent and divergent associations with a broad range of constructs (e.g., Open-Mindedness and other Big Five traits, Perseverance, Sensation Seeking, Job Orientations, and Vocational Interests), it also showed convincing construct validity. Given its internal and external relationships, we recommend the ICS for assessing intellectual curiosity, especially in cross-cultural research applications, yet we also point out future research areas.

'She is failing; he is learning': Gender-differentiated attributions for girls' and boys' errors

BACKGROUND

According to gender-differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys.

AIMS

This experimental study explored factors influencing gender-differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers' hesitancy to offer educational robotics (ER) courses to them. The predictions were as follows: (1) the likelihood of teachers' hesitancy would be related to gender-differentiated internal attributions of errors based on expectations of a low natural aptitude for girls; and (2) teachers with high levels of gender stereotypes would be more hesitant about offering ER to girls than to boys via the mediation of internal attributions of errors as being due to girls' low levels of natural aptitude for ER.

SAMPLE AND METHODS

In this experimental study, 155 Italian teachers (M = 38.59 years, SD = 8.20) responded to a questionnaire at the end of a course on ER in 2022. Teachers randomly read one of two vignettes describing a girl's or a boy's error during an ER course.

RESULTS

Results of multiple regression and moderated mediation analyses confirmed both predictions.

CONCLUSIONS

In order to reduce the gender STEM gap, the tendency to attribute girls' errors to internal and natural causes should be better inspected.

Dweck's Social-Cognitive Model of Achievement Motivation in Science

Dweck's social-cognitive model has long been used as a basis for achievement motivation research. However, few studies have examined the comprehensive model with interactions between perceived ability and achievement goals, and even fewer studies have focused on this model in a science academic context. With a sample of undergraduates (n = 1,036), the relations among mindsets, science academic self-efficacy, achievement goals, and achievement-related outcomes in science were examined. Fixed mindset related to performance goals. Growth mindset related to mastery goals and the number of courses completed. There was a significant indirect effect of growth mindset on interest value via mastery goals. Contrary to Dweck's model, the relation of performance goals to outcomes did not vary as a function of science academic self-efficacy. The findings provide empirical evidence for a more nuanced understanding of Dweck's model. They provide practical insights for how to support undergraduate students who are pursuing science-related career.