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The relation between mindset, social comparison, and academic engagement.

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Title: The relation between mindset, social comparison, and academic engagement.
Authors: Yasuda, Yuto1 (AUTHOR) yasuda@ualberta.ca, Goegan, Lauren D.2 (AUTHOR) Lauren.goegan@umanitoba.ca
Source: Social Psychology of Education. 2/3/2025, Vol. 28 Issue 1, p1-17. 17p.
Subject Terms: *Student engagement, *Maturation (Psychology), *Postsecondary education, Socialization, Social types, Social comparison
Abstract: One's belief about intelligence (e.g., whether intelligence is malleable or fixed) impacts academic outcomes such as academic engagement. To examine exactly how this could take place, it is worth addressing the features of the academic setting, such as many opportunities to compare oneself with other students. Indeed, social comparison may affect the relation between belief in intelligence and academic engagement. We hypothesized that the belief that intelligence is malleable (i.e., growth mindset) would be positively associated with students' academic engagement through social comparisons that are linked to comforting conclusions, while the belief that intelligence is fixed (i.e., fixed mindset) would be negatively associated with students' academic engagement through social comparisons that are linked to threatening conclusions. The results demonstrated that growth mindset was positively associated with upward identification, one type of comforting social comparison, which was in turn positively associated with academic engagement. On the other hand, fixed mindset was positively associated with threatening social comparison. Based on the results, the relation between intelligence beliefs, social comparison types, and academic engagement are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The relation between mindset, social comparison, and academic engagement.
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  Data: <searchLink fieldCode="AR" term="%22Yasuda%2C+Yuto%22">Yasuda, Yuto</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yasuda@ualberta.ca</i><br /><searchLink fieldCode="AR" term="%22Goegan%2C+Lauren+D%2E%22">Goegan, Lauren D.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Lauren.goegan@umanitoba.ca</i>
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  Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. 2/3/2025, Vol. 28 Issue 1, p1-17. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Maturation+%28Psychology%29%22">Maturation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Social+types%22">Social types</searchLink><br /><searchLink fieldCode="DE" term="%22Social+comparison%22">Social comparison</searchLink>
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  Data: One's belief about intelligence (e.g., whether intelligence is malleable or fixed) impacts academic outcomes such as academic engagement. To examine exactly how this could take place, it is worth addressing the features of the academic setting, such as many opportunities to compare oneself with other students. Indeed, social comparison may affect the relation between belief in intelligence and academic engagement. We hypothesized that the belief that intelligence is malleable (i.e., growth mindset) would be positively associated with students' academic engagement through social comparisons that are linked to comforting conclusions, while the belief that intelligence is fixed (i.e., fixed mindset) would be negatively associated with students' academic engagement through social comparisons that are linked to threatening conclusions. The results demonstrated that growth mindset was positively associated with upward identification, one type of comforting social comparison, which was in turn positively associated with academic engagement. On the other hand, fixed mindset was positively associated with threatening social comparison. Based on the results, the relation between intelligence beliefs, social comparison types, and academic engagement are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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