The moderating effect of mindset on the relationship between university students’ critical feedback-seeking and learning

作者：

Highlights：

• This study examines the relationships between mindset, critical feedback-seeking, and learning.

• Undergraduates (n = 155) completed a mindset pre-test, played a game, and completed a post-test measuring their learning.

• Critical feedback-seeking was positively associated with learning only for students who endorsed a strong growth mindset.

• Theoretical implications indicate that revision fully explains the link between critical feedback-seeking and performance.

• Practical implications include interventions that focus on revising and cultivating a growth mindset to improve learning.

摘要

•This study examines the relationships between mindset, critical feedback-seeking, and learning.•Undergraduates (n = 155) completed a mindset pre-test, played a game, and completed a post-test measuring their learning.•Critical feedback-seeking was positively associated with learning only for students who endorsed a strong growth mindset.•Theoretical implications indicate that revision fully explains the link between critical feedback-seeking and performance.•Practical implications include interventions that focus on revising and cultivating a growth mindset to improve learning.

论文关键词：Feedback-seeking,Revising,Growth mindset,Performance,Learning

论文评审过程：Received 23 September 2019, Revised 26 May 2020, Accepted 27 May 2020, Available online 13 June 2020, Version of Record 22 July 2020.

论文官网地址：https://doi.org/10.1016/j.chb.2020.106445