Browsing by Author "Siemens, Theresa Elisabeth"

Now showing 1 - 1 of 1
  • Thumbnail Image
    ItemOpen Access
    Can my Intelligence Grow? A Comparative Study of Mindset Theory and Achievement Goals in Children with Attention-Deficit/Hyperactivity Disorder
    (2023-08-30) Siemens, Theresa Elisabeth; Climie, Emma Alison; Burns, Amy Marie; Spring, Erin
    Mindset theory explores the impact of implicit intelligence beliefs on achievement motivation. According to this theory, students who adopt a growth mindset by recognizing the malleability of intelligence are more academically resilient and strive for mastery in their learning. In contrast, students with a fixed mindset perceive intelligence as unchangeable, leading them to prioritize performance goals and respond less adaptively to challenges. While previous studies have extensively explored mindsets in typically developing (TD) students, the present study extends these research efforts to children with attention-deficit/hyperactivity disorder (ADHD). A sample of 53 children with ADHD and 26 TD counterparts, along with their respective parents, were recruited for the study. Participants completed the Implicit Theory of Intelligence Scales (Castella & Byrne, 2015; Dweck, 1999) and the revised Achievement Goal Questionnaire (Elliot & McGregor, 2001). The research questions compared the mindsets and achievement goals of children with ADHD to their peers, as well as explored the relationship between mindsets and achievement goals predicted by mindset theory. The study also examined the relationship between parents' and children's mindsets. Results showed that about two-thirds of children, regardless of ADHD, had a growth mindset. However, the relationships between mindsets and achievement goals, as proposed by the theory, could not be replicated. Children with ADHD displayed a complex motivational profile, pursuing both mastery and performance goals in their learning. Furthermore, there was no significant association between parents’ mindsets and those of their children. These findings suggest that students with ADHD generally believe in their potential to grow and develop. The study discusses the implications of these findings for both home and school settings.