About this srcd poster session

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Panel information
Panel 8. Education, Schooling

Abstract

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Introduction

The present study examines the motivational factors associated with behavioral and emotional engagement. Skinner’s (2009) theoretical framework of academic engagement includes emotional (emotions during learning situations) and behavioral (persistence and participation) dimensions, which are associated with well-being and academic achievement (Camacho-Morales et al., 2021). From mindset theory, possessing the belief that ability can change with effort (i.e., growth mindset) is associated with desired academic outcomes (Dweck & Leggett, 1988). But from ecological systems theory, socializing agents shape children’s beliefs and behavior. We hypothesize that students who believe that their parents possess a growth mindset are more likely to engage in more adaptive behaviors themselves, over and above their own beliefs.

The developmental period of emerging adulthood is critical for understanding these distinct sets of beliefs, as engagement during college could predict behaviors in vocational settings after graduation (Camacho-Morales et al., 2021). Given undergraduates’ increased autonomy, we can examine whether perceptions of their parents’ mindset still have an influence on their academic behaviors. The present study represents a conceptual replication of a recent study (Lin & Muenks, 2024) but also extends this work to examine domain-general ability mindsets and behavioral and emotional dimensions of academic engagement.

Methods

Participants were 617 students (Mage = 19.34, SD = 3.11, 80% female, 80% White) at a U.S. research university. Participants’ own mindsets were measured using the Implicit Theory of Intelligence Measure (Dweck et al., 1995). Participants’ perceptions of their caregivers’ mindsets were measured by adapting these items to refer to perceptions of caregiver mindset. The Self-determination, Purpose, Identity, and Engagement in Science survey (Skinner et al., 2017) captured behavioral and emotional engagement. (Table 1 includes survey item wording and response scales.) We estimated two hierarchical OLS regressions for behavioral and emotional engagement separately, with year in school, student gender, and student first-generation status as covariates (Step 1), student mindset (Step 2), and student perceptions of caregiver mindset (Step 3).

Results

Students had a growth mindset (M = 4.66, SD = 1.07), perceived their caregivers as having a growth mindset (M = 4.91, SD = .98), and reported moderate levels of behavioral (M = 4.38, SD = .54) and emotional engagement (M = 3.50, SD = .71). Student growth mindset, but not perceptions of caregiver mindset, was associated with stronger behavioral and emotional engagement (Table 2). Contrary to Lin and Muenks (2024), our results suggest that for academic engagement, perceptions do not matter as much as students’ own mindsets. Female gender was associated with stronger behavioral but not emotional engagement.

Implications

Our findings underscore the role of motivational beliefs at the individual and parental levels in shaping learner engagement. Future research could track (a) how children’s perceptions of mindset beliefs held by socializing agents change over time, (b) when during development these perceptions impact academic engagement, and (c) when the impact of these perceptions begins to be outweighed by students’ own beliefs. Because modifying beliefs is central to therapeutic practice, this work can bridge across developmental, educational, and clinical science to improve student outcomes.

Author information

Author	Role
Katherine Tanaka, University of Kentucky	Presenting author
Matthew Kim, University of Kentucky	Non-presenting author

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