Mindsets that promote academic achievement

 

Are students who have high self-control better able to exercise self-regulation when it comes to studying/learning? Self-control has long been lauded for producing a broad range of positive outcomes in life. In fact, empirical evidence indicates that people with high self-control have better outcomes in various spheres such as academic and task performance (see Feldman, Martinez-Pons, & Shaham, 1995; Zimmerman & Martinez-Pons, 1988; Flynn, 1985), impulse control, and self-regulation (see Baumeister, Heatherton, & Tice, 1994, for review). 

How about students’ mindsets? How do mindsets affect self-regulation and achievement above and beyond traditional indicators like self-control? This research investigates whether a strategic mindset can predict academic self-regulation in students, and subsequently, its predictive power of students’ academic performance.