Abstract
This study was the first to investigate the prospective effects of failure mindsets on implicit theories of intelligence (ITI), whose profound effects on learning, motivation, and academic achievement have found increasing support. Participants were 240 Chinese university students (180 females, Mage = 19.13) who completed a baseline and a 1-year follow-up survey. The cross-lagged panel model supported the study’s hypothesis that students’ perception of their parents’ view of failure as debilitating at baseline predicted their own failure-is-debilitating mindset and entity theory of intelligence at follow-up. However, students’ failure-is-debilitating mindset at baseline did not predict their entity theory of intelligence at follow-up. A reciprocal relationship was found between students’ perception of their parents’ failure-is-debilitating mindset and their entity theory of intelligence. We recommend programs be implemented to educate parents of the value of failure and how their conveying positive views of failure can be constructive to students’ trajectory of learning and intellectual growth.
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Data availability
The data that support the findings of this study are available from the first author, Vivienne Y. K. Tao, upon reasonable request.
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This work was supported by the University of Macau (grant number MYRG2016-00238-FSS).
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All authors contributed to the study conception and design. Material preparation, data collection, and analysis were performed by V. Y. K. Tao and Y. Li. The first draft of the manuscript was written by V. Y. K. Tao, A. M. S. Wu, and Y. Li, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
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Dr. Vivienne Y. K. Tao. Department of Psychology, Faculty of Social Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China. Email: vyktao@um.edu.mo
Current themes of research:
Achievement orientation and motivation
Most relevant publications in the field of Psychology of Education:
Tao, V. Y. K. (2016). Understanding Chinese students’ achievement patterns: Perspectives from Social-Oriented Achievement Motivation. In R. B. King & A. B. I. Bernardo (Eds.), The psychology of Asian learners (pp. 621–634). Singapore: Springer.
Tao, V. Y. K., & Hong, Y. -Y. (2014). When academic achievement is an obligation: Perspectives from Social-Oriented Achievement Motivation. Journal of Cross-Cultural Psychology, 45(1), 110–136. https://doi.org/10.1177/0022022113490072.
Yun Li. Department of Psychology, Faculty of Social Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China. Email: yb57321@um.edu.mo
Current themes of research:
Shame and its implications on behaviors and well-being.
Most relevant publications in the field of Psychology of Education:
Li, Y., Tong, K. K., Tao, V. Y. K., Zhang, M. X., & Wu, A. M. S. (2020). Testing the associations among social axioms, school belonging, and flourishing in university students: A two‐year longitudinal study. Applied Psychology: Health and Well‐Being, 12(3), 749–769. https://doi.org/10.1111/aphw.12205.
Prof. Anise M. S. Wu. Faculty of Social Sciences (Department of Psychology) and Center for Cognitive and Brain Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China. Email: ansiewu@um.edu.mo.
Current themes of research:
Behavioral addiction, health behaviors, and well-being.
Most relevant publications in the field of Psychology of Education:
Zhang, M. X., Wang, X., Yu, S. M., & Wu, A. M. S. (2019). Purpose in life, social support, and internet gaming disorder among Chinese university students: A 1-year follow-up study. Addictive Behaviors, 99, 106070. https://doi.org/10.1016/j.addbeh.2019.106070.
Cheung, F., Lai, B. P. Y., Wu, A. M. S., & Ku, L. (2015). Academic and career expectations of ethnic minority youth in Hong Kong. Journal of Early Adolescence, 35(8), 1092–1107.https://doi.org/10.1177/0272431614552017.
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Tao, V.Y.K., Li, Y. & Wu, A.M.S. Do not despise failures: students’ failure mindset, perception of parents’ failure mindset, and implicit theory of intelligence. Eur J Psychol Educ 37, 375–389 (2022). https://doi.org/10.1007/s10212-020-00524-y
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DOI: https://doi.org/10.1007/s10212-020-00524-y