The interplay between growth mindset and autonomous motivation

Two concepts are central to the progress-focused approach: the growth mindset and autonomous motivation. These theories form important pillars of our approach, which is aimed at sustainable effort and meaningful progress. But do growth mindset and autonomous motivation have anything to do with each other? Don't the concepts come from very different research schools? The answer is yes, they are definitely related. In this article, I look at some studies that show there is an interesting interplay between growth mindset and autonomous motivation.

Progress-focused pillars: growth mindset and autonomous motivation

Before we discuss the recent studies, let's review the definitions of these core concepts:

• Growth mindset, as conceptualized by Carol Dweck, is the belief that one's abilities, skills, and traits can be developed through effort, learning, and persistence.
• Autonomous motivation, described in Edward Deci and Richard Ryan's self-determination theory, refers to performing actions based on one's own values ​​and interests. It is the source of energy that drives people to action because they are intrinsically motivated or have internalized the value of a task.

Within progress-focused work, we see these concepts as conditions for sustained effort, which ultimately leads to meaningful progress. The synergy between these two elements creates a powerful driving force that enables individuals to work persistently toward their goals. The diagram below illustrates these relationships:

Now we look at the recent studies revealing the relationships between autonomy and the growth mindset.

1. Autonomy and growth mindset in Chinese adolescents

A study by Zhao et al. (2023) examined how different causal orientations (autonomous, controlled, and amotivational) influence the development of a growth mindset in Chinese sixth graders. The study included both a laboratory experiment and a classroom intervention.

► The results showed that an autonomous orientation significantly contributed to a higher growth mindset in the participants, while controlled and amotivational orientations hindered this process.

2. Autonomy support and learning strategies in low SES contexts

A study conducted in Lithuanian schools with low socio-economic status (SES) by Brandišauskienė et al. (2023) examined how autonomy-supportive teachers influence their students' learning strategies and how students' growth mindset can moderate this relationship.

►  Autonomy-supportive behavior of teachers was positively related to increased use of learning strategies by students. This relationship was especially strong in classrooms where classroom management was perceived as positive. Furthermore, students' growth mindset served as an important moderator in this dynamic.

3. Autonomy support in language education

Zarrinabadi et al. (2021) examined the role of autonomy support in shaping language-related mindsets among university EFL (English as a Foreign Language) students in Iran.

► Students who perceived their teachers as autonomy-supportive were more likely to develop a growth mindset regarding their language skills. This subsequently led to increased communicative competence and a greater willingness to participate in communication activities in English.

4. Teacher motivation and mindset in higher education

Vermote et al. (2020) investigated how the motivation (autonomous vs. controlled) and mindset (growth vs. static) of higher education teachers influence their teaching methods.

► Teachers with autonomous motivation and a growth mindset tended to use more motivational teaching practices. Controlled motivation and a fixed mindset, on the other hand, led to more demotivating practices.

5. Growth mindset interventions and reward strategies

A study by Chao et al. (2017) in low-SES schools in India examined how growth mindset interventions can be enhanced by reward strategies that support autonomy.

► Growth mindset interventions were found to be more effective in improving academic performance when combined with reward strategies that provided a sense of autonomy. This effect was especially noticeable among high-achieving students.

6. Autonomy support, growth mindset, and sense of coherence

Ma et al. (2020) examined the relationship between parental and teacher autonomy support and growth mindset development in Chinese university students. They also evaluated how a sense of coherence mediated this relationship.

► Both parental and teacher autonomy support were positively related to growth mindset in students. This effect was entirely mediated by an enhanced sense of coherence, which refers to a strong inner sense of order, comprehensibility, and meaning in the student's life.

The interplay between growth mindset and autonomous motivation

The studies discussed illustrate a powerful interplay between growth mindset and autonomous motivation in diverse contexts. Together, these studies show that growth mindset and autonomous motivation mutually reinforce each other. In other words: the double arrows in the diagram above are correct.

• The arrow from growth mindset to autonomous motivation is correct, because research shows that a growth mindset strengthens autonomous motivation. People who believe they can grow through effort (growth mindset) are more likely to approach tasks based on their own values ​​and interests, which promotes autonomous motivation.
• The arrow from autonomous motivation to growth mindset is also correct. Autonomous motivation can also support the development of a growth mindset. When someone takes on challenges from autonomous motivation and notices that they are making progress, this strengthens their belief that growth is possible.

A growth mindset stimulates autonomous motivation and vice versa.

Insights for progress-focused work

The findings offer interesting insights for the practice of progress-focused work:

1. Universality: The principles of autonomy and growth mindset appear to be relevant in different cultural contexts, which underlines the potential universality of progress-focused work.
2. Holistic approach: Effective progress-focused work requires attention to both individual factors (mindset, motivation) and environmental factors (classroom management, structure, supportive culture, parental support).
3. Importance of support: Consistent support of both autonomy and growth mindset proves crucial in cultivating effective learning and performance processes.
4. Mindset and motivation of coaches: The mindset and motivation of teachers and coaches have a significant influence on the effectiveness of progress-focused interventions.
5. New mediating factors: Concepts such as “sense of coherence” offer new perspectives on how autonomy support leads to a growth mindset and ultimately meaningful progress.

Aim for an integrated approach

For practitioners of progress-focused working, these insights mean that it is good to strive for an integrated approach. This approach focuses on cultivating a growth mindset and autonomous motivation while paying attention to the broader context in which individuals function. Through this holistic approach, we can create the conditions for sustainable effort and meaningful progress in diverse learning and development contexts.