van Atteveldt, N., Fernandez, I., de Vries Lentsch, C., & Krabbendam, L. (2015). The Relevance of Mindsets for Education: Mindset Influences Post-Error Adjustments on a Math Task. Paper Presented at the 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Limassol, Cyprus.
http://www.earli2015.org/media/EARLI2015/docs/EARLI2015_bookOfAbstracts.pdf

has been cited by the following article:

• TITLE: Students’ Mindsets for Learning and Their Neural Underpinnings

  AUTHORS: Kirsi Tirri, Teija Kujala

  KEYWORDS: Mindset Orientation, Learning, Mistakes, Performance Monitoring, Event-Related Potentials

  JOURNAL NAME: Psychology, Vol.7 No.9, August 19, 2016

  ABSTRACT: It has been shown that individuals with a growth mindset for learning see mistakes as opportunities to learn and improve, whereas for fixed-minded individuals mistakes indicate lack of ability. Earlier empirical research on mindsets includes both quantitative surveys and qualitative approaches with observations and stimulated recall method. During performance monitoring it is possible to probe event-related brain potentials (ERPs), enabling the investigation of the neural basis of students’ different reactions to mistakes. ERP studies have shown that growth mindset is associated with an enhancement of the error positivity (Pe), an ERP reflecting awareness of and attention allocation to mistakes. More growth-minded individuals also show superior accuracy after mistakes compared to those endorsing more of a fixed mindset. Most importantly, Pe amplitude mediates the relationship between mindset and post-error accuracy. These results suggest that neural activity indexing online awareness of and attention to mistakes is intimately involved in growth-minded individuals’ ability to rebound from mistakes. In this article we review and connect educational, psychological and neuroscientific points of view to investigate the role of mindsets related to learning.