How Perceptions of Obstacles, Stress, and Different Mindsets May Impact a Student’s Self-Beliefs

Abstract

The current study explored how the mediational model of perceived task complexity, academic stress, and self-efficacy is moderated by cognitive mindset. College students (N = 140; Mage = 19.2, SD = 1.5) completed self-report measures of task complexity, academic stress, self-efficacy, and cognitive mindset. Results demonstrated that academic stress is a mediator between task difficulty and self-efficacy for students with a fixed mindset, but not for students with a growth mindset. There was a significant indirect effect at the mean of the moderator (indirect effect = –.09, p = .022, 95% CI [–0.20, –0.03]), a significant indirect effect at 1 standard deviation below the mean of the moderator (more fixed mindset; indirect effect = –.17, p = .005, 95% CI [–0.30, –0.06]), but no significant effect at 1 standard deviation above the mean (more growth mindset; indirect effect = –.00, p = .95, 95% CI [–0.09, 0.08]). An implication is that college students may still benefit from growth mindset interventions even at a later state in their academic careers. It can be helpful to make students aware of their cognitive mindset disposition so they can better handle their perceptions of difficulty and in times of stress. Mindset interventions should be explored in future research and implemented in school and university settings.