The interactive effects of theories of intelligence and competition on Chinese students' motivation and emotions

Abstract

The two studies in this research aimed at exploring the effects of a competitive learning environment on Chinese students’ goal orientation and emotions, particularly after they experience failure at school. The interactive effect between students’ implicit theories of intelligence and perceived classroom competitiveness on their goal orientation and emotions was explored through two studies. In Study One, 222 students filled in a questionnaire that measured their perceived classroom competitiveness, goal orientations and mindsets towards intelligence. They also reported an experience of failing at school and rated their emotions after that failure. Results revealed that competitiveness had a stronger correlation to students’ goal orientation when compared with mindsets. Students who perceived the environment as highly competitive and endorsed fixed mindset reported highest levels of negative emotions after experiencing failure. In Study Two, 115 students took part in an experimental study where students’ mindsets and competitiveness in the classroom were manipulated. They reported their emotions after receiving failure feedback on a task they completed. Results revealed that students in the competitive conditions had significantly higher levels of dejection-related emotions when compared with those in the non-competitive conditions. No effect was found between mindsets and negative emotions. The interactive effect between competitiveness and mindset on negative emotions was also nonsignificant. The current research sheds lights on the effects of a competitive learning environment on students’ goal orientations and emotions after experiencing failure. It also points to a possible way forward for educators to provide more social and emotional learning programs to enhance students’ resilience and self-awareness.