Browsing by Author "Huuskonen, Milla"

Objectives. Mindset has been found to have a significant relationship with academic performance, which has been hypothesised to be based on the relationship between mindset and differential reactions to errors. The literature exploring the relationship between the mindset, which is conceptualised as a continuum between the extremes of growth-oriented mindset and conceptions of fixed ability, and the processing of errors has, however, been scarce. The aim of the present study was to examine the relationship between mathematical mindset and error-related positivity (Pe), which is among the most investigated event-related potentials linked to errors in electroencephalography (EEG) studies. The growth mindset was hypothesised to be related to enhanced Pe as well as to more accurate task performance. Furthermore, Pe was not expected to be related to behavioural adaptations related to errors, such as post-error slowing (PES). Methods. The sample consisted of 97 children in the third grade. The children participated in an EEG experiment, during which they performed a task involving challenging mathematical calculations. From the experiment, both data on Pe amplitudes and the task performance of the participants was used. The children also completed a questionnaire to assess their mathematical growth mindset. After examining the reliability and validity of the mindset instrument, the relationship between Pe, mathematical mindset and task performance was explored using linear mixed models. Results. Mathematical growth mindset was significantly related to enhanced early Pe amplitudes, and this relationship was stronger with increased task accuracy. Late Pe did not have a significant correlation with mindset, but enhanced late Pe amplitudes were observed with increased task accuracy. In behavioural data, a significant PES effect was observed indicating slower responding following errors. This PES effect had a trend-level association with higher endorsement of mathematical growth mindset and early Pe. Conclusions. The enhanced early Pe amplitudes associated with growth mindset may suggest that growth mindset is associated with more efficient information processing resulting in higher response conflict after a participant’s representation of the correct response is shifted after their erroneous response. This may also explain the trend-level association between growth mindset, early Pe and PES. Strong conclusions cannot be made regarding late Pe, as the peak of the component might not have been captured in the analysis time frame.