Associations between maths ability mindset, maths task preference and physiological responses to feedback during an arithmetic task across two primary school years

Abstract

BACKGROUND: Students' mindsets, reactions to feedback and learning-related behaviour are important for academic success, yet little is known about how these factors and their interconnections develop during primary school. AIMS: To explore longitudinal associations between students' mindsets, physiological responses to performance feedback, and task preference in maths across two primary school years. SAMPLE: Eighty-nine students were followed from grade 3 to grade 4. METHODS: During the autumn term of both grades, students' mindsets were assessed using a questionnaire. After a challenging maths task, students chose their next task-either another challenging one to learn more or an easy task to succeed. Skin conductance was recorded during an arithmetic task with performance feedback. Mixed-effects models were used to analyse associations and their development. RESULTS: We found that growth-minded students preferred the challenging task in both grades, yet mindset did not relate to feedback-related physiological responses. Task preference demonstrated only partly marginal associations with these responses and only in the beginning of the task. Specifically, students preferring the challenging task showed a smaller and faster-habituating physiological reaction to feedback at task onset. CONCLUSIONS: Physiological responses and mindset had unique relations with task preference, suggesting the potential importance of both in learning. Associations with only initial physiological responses and their habituation, not overall feedback-related responses, suggest subtle temporal changes in physiological reactions during educational activities. The present findings, although requiring replication, suggest that supporting students in regulating performance-related arousal at task onset may be particularly important.