The Sheldon effect: fixed mindset does not always mean fragile confidence

作者：Nicola J. Beatson, David A. G. Berg, Jeffrey K. Smith · 发表于：Accounting Education · 年份：2019 · DOI：10.1080/09639284.2019.1661858 · 被引用次数：17 · 研究领域：Accounting Education and Careers、Innovations in Educational Methods、Education, Achievement, and Giftedness

More than just intelligence is needed to learn accounting. We see from prior work that the non-cognitive aspects of learning can influence the experience for accounting students. We investigate by survey both self-efficacy beliefs [Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215] and mindset [Dweck, C. (2006). Mindset: The new psychology of success. Random House] relative to academic performance of accounting students in a first year university course. Analysis of the data shows that mindset is not a predictor of academic success, whereas self-efficacy beliefs have explanatory power. Dweck [2000. Self-theories: Their role in motivation, personality, and development. Psychology Press; 2006. Mindset: The new psychology of success. Random House] claims that students with a fixed mindset also will have fragile confidence. By measuring both self-efficacy beliefs and mindset together, we provide evidence that this may in fact not be the case. Students can have a fixed mindset and high confidence towards learning accounting.