The growth mindset and intrinsic motivation contribute independently to persistence
Kiezen voor progressie. The model (see figure right) describes how both a growth mindset and autonomous motivation contribute to effective effort and how effort in turn creates progress. In this post you read more about this model and it may be used. Looking at this model you might wonder if there should also be an arrow between the growth mindset and autonomous motivation. Do these two influence each other, too? I have thought this before and several people have asked me about it. As far as I know it has been studied only once.
Both students with a growth mindset and intrinsic motivation reported greater persistence. These findings suggest that there are two independent processes. The effects of a growth mindset and intrinsic motivation appear to be additive. This suggests that, in a school context, it is best to create a context which promotes both a growth mindset and intrinsic motivation. A growth mindset can be promoted by providing information about the malleability of intelligence (and other personal characteristics) and through the way teacher communicate with students (read more). Intrinsic motivation is present in every student but the degree to which it is expressed depends on the degree to which the need for autonomy and competence are supported (read more).