Neuronale Korrelate von Growth-Mindsets in Grundschulkindern (Viel los im Zoo)
IBW - Institut für Bildungswissenschaften
Since April 2022
Implicit theories about whether abilities are changeable or more stable play an important role in predicting self-regulatory processes (Burnette et al., 2013). For example, individuals who believe that intelligence is changeable (incremental theory) are better able to cope with mistakes than those who believe that intelligence is unchangeable and stable. Recent neurophysiological evidence from event-related potential (ERP) studies suggests that this coping with errors is related to increased attentional allocation to errors, both in adults and schoolchildren (Moser et al., 2011; Schroder et al., 2017). In a sample of 123 school children aged six to eight years, Schroder et al. (2017) showed that incremental intelligence theory was associated with increased attention to errors (greater pe amplitude) and higher accuracy after errors (post-error accuracy).
However, studies indicate that individuals may hold different implicit theories in parallel in different domains (e.g., intelligence vs. self-regulation) (Burnette et al., 2013; Hertel & Karlen, 2021; Stern & Hertel, 2020). Against this background, the proposed project aims to analyse the interaction of implicit theories in the domains of intelligence, self-regulation and failure (beneficial vs. detrimental to the learning process) with the allocation of attention after errors in a differentiated manner using neurophysiological methods (ERP).
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