Autonomy and growth mindsets in learning

Here, I present two studies related to children’s learning and one more on autnomy. Park et al. (2023) published “Parental Intrusive Homework Support and Math Achievement: Does the child’s mindset matter?” in Developmental Psychology. Here’s the edited abstract and impact statement with some information in bold: 

Prior research shows that when parents monitor, check, and assist in completing homework without an invitation, their children’s motivation and academic achievement often decline. We propose that intrusive support from parents might also send the message that children are incompetent, especially if they believe their intelligence is fixed. We tested whether children’s mindsets moderate the negative link between parents’ intrusive homework support and achievement among first- and second-grade students followed for one academic year (Study 1, N = 563) and middle and high school students for two academic years (Study 2, N = 1,613). The samples were obtained from large urban areas in the United States. In both studies, intrusive homework support more strongly predicted a decrease in achievement over time for children with a fixed mindset. These findings suggest that the belief that intellectual ability cannot be changed may exacerbate the detrimental effects of uninvited help on academic work. 

Across two prospective longitudinal studies, the present study, for the first time, showed that intrusive homework support predicted lower math achievement among children with a fixed mindset but not among children with a growth mindset. These findings show how well-intended parental help can backfire, particularly for children who believe that ability is fixed. 

I’ve talked before about growth vs. fixed mindsets. What I like about this study is the finding that, if children hold fixed beliefs about their intelligence, intrusive homework assistance by well-meaning parents can have negative consequences. While a growth mindset is obviously preferable, the next study looks at both parents and teachers. Bardach, Yanagida, Goetz, Jach & Pekrun (2023) published, “Self-regulated and Externally Regulated Learning in Adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement” in Developmental Psychology. Here are the edited abstract and impact statements:

Both self-regulation and external regulation are key to understanding adolescents’ learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents’ self-regulated learning, externally regulated learning, behaviors of teachers and parents in terms of autonomy support and achievement pressure, and academic achievement is very limited. The present multilevel longitudinal analysis focusing on the domain of mathematics (N = 1,542 German adolescents; annual assessments from Grades 5 to 9; mean age at Grade 5 = 11.79 years, SD = 0.71, 51.75% female) addressed these gaps. Results from multilevel latent basic growth curve models showed that self- and externally regulated learning decreased over the 5 years at both the individual student and the class level. Changes in self- and externally regulated learning were linked: Classes with higher levels of self-regulated learning at Grade 5 showed a stronger decrease in externally regulated learning over time. Initial levels of and changes in student-reported teacher and parental autonomy support and achievement pressure were associated with self- and externally regulated learning at the individual student level; student-reported teacher autonomy support and self-regulated learning were also linked at the class level. Self-regulated learning related positively to standardized achievement test scores but not to adolescents’ grades. This study adds to the scarce evidence base on different regulatory forms of adolescents’ learning and can inform future research on adolescents’ positive development and educational practice. 

This study indicated that adolescents became less self-regulated in their mathematics learning over time; however, their externally regulated learning declined as well. If teachers and parents supported their autonomy, adolescents reported higher levels of self-regulated learning, whereas adolescents who experienced that their teachers and parents pushed them to perform better at school and had unrealistic academic expectations (i.e., achievement pressure) exhibited higher levels of externally regulated learning. Teachers and parents should refrain from exerting achievement pressure and increase their provision of autonomy support for adolescents’ mathematics learning as a means to promote self-regulated learning. 

Like the first study, this one endorses autonomy as key to increasing and sustaining self-regulated learning. I find the links between the disadvantages of a fixed mindset and externally regulated learning perpetuated by parents and teachers persuasive. It seems especially challenging, given well-documented learning losses during the pandemic, to figure out how to help children experience growth and mastery in their learning. Increasing externally regulated learning may not be helpful. Finally, here’s more evidence that autonomy matters. Van der Kaap-Deeder, Bulow, Waterschoot, Truyen, & Keijsers (2023) published “A moment of autonomy support brightens adolescents' mood: Autonomy support, psychological control and adolescent affect in everyday life” in Child Development:

This experience sampling study examined whether autonomy-supportive and psychologically controlling interactions with parents are intertwined with adolescents' momentary affect. For 7 days (in 2020), 143 adolescents (Mage = 15.82; SDage = 1.75; 64% girls; 95% European, 1% African, 3% unknown) reported 5 or 6 times a day how they felt and how interactions with parents were experienced. Preregistered dynamic structural equation models on 1439 (including 532 adjacent) parent–adolescent interactions revealed significant within-family associations: Adolescents experienced more positive affect during and following autonomy-supportive interactions, and vice versa. Adolescents felt more negative affect during and 3 h before psychologically controlling interactions. Between-family associations showed significant linkages between parenting and affect. These findings show that a moment of autonomy support can alter adolescents' everyday well-being.