Atteveldt Lab

Research focus

ERC Starting Grant · 2016

Proving or improving yourself: longitudinal effects of ability beliefs on neural feedback processing and school outcomes

To successfully complete secondary education, persistent learning behavior is essential. Why are some adolescents more resilient to setbacks at school than others? In addition to actual ability, students’ implicit beliefs about the nature of their abilities have major impact on their motivation and achievements. Ability beliefs range from viewing abilities as “entities” that cannot be improved much by effort (entity beliefs), to believing that they are incremental with effort and time (incremental beliefs). Importantly, ability beliefs shape which goals a student pursues at school; proving themselves (performance goals) or improving themselves (learning goals). The central aims of the…

From the public funding record at EU CORDIS. Describes the funded project, not the reviews below.