Katie Muenks
@drmuenks
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Associate Professor of Educational Psychology @ UT Austin. I study student motivation & how teachers/parents can create motivationally supportive environments.
Texas, USA
Joined April 2016
Hi friends, I am migrating over to BlueSky & will probably get rid of X soon — join me there! 🦋
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@normscode Norman, I am not sure if you are on BlueSky but I'd recommend posting there too! (Happy to repost as well) A lot of academics have left X and are now there 😊
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This project was a fun collaboration with some awesome colleagues: Shengjie Lin, Luke Rutten, Cameron Hecht, & Veronica Yan (@EdScientists). Very grateful for their contributions to this work!
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Those who viewed challenge as futile were, unsurprisingly, less likely to (hypothetically) choose a challenging course or assignment where they would learn a lot over something easier where they would learn very little. (7/)
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Though both of these groups fared worse than the challenge-as-enhancing group, there were some key differences. Those who viewed challenge as threatening yet helpful had more adaptive goals, yet were also more likely to self-handicap. (6/)
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We found that ~10% of students viewed challenge as threatening *and* helpful. They believed that difficulties and failures signaled low potential. However, they also believed that there were some benefits to challenge. (4/)
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Not surprisingly, these students had adaptive ability beliefs (e.g., growth mindsets), high motivation, and engaged in adaptive academic behaviors. (3/)
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