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Madison Sewell, PhD

@madisonsewell.bsky.social

Visiting Assistant Professor at Williams College. UIUC 🧡 / UCA 🐻 alumna. Adolescent Development and Socioemotional Skills Researcher.

Posts Replies Media

Reposted by Madison Sewell, PhD

Christopher Soto @cjsotomatic.bsky.social · 25/02/2025

1/5 New paper! How do adolescents' personality traits and skills change across a school year? And how are these changes linked with academics, social relationships, and well-being? New paper led by Christopher Napolitano in press at EJP. Brief highlights in the thread below...

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Reposted by Madison Sewell, PhD

Andrei Cimpian @andreicimpian.bsky.social · 21/01/2025

❓What are young children's beliefs about ability like? The fabulous Melis Muradoglu led us to an enlightening new answer 👇 Journal: doi.org/10.1037/dev0... Free pdf: drive.google.com/file/d/1egk9...

Adults hold a broad range of beliefs about intellectual ability. Key examples include beliefs about its malleability, its distribution in the population, whether high levels of it (“brilliance”) are necessary for success, its origins, and its responsiveness to intervention. Here, we examined the structure and motivational significance of this network of consequential beliefs in a sample of elementary school-age children (5- to 11-year-olds, N = 231; 116 girls, 112 boys, three gender nonbinary children; predominantly White and Asian children from relatively high-income backgrounds). We assessed five beliefs: (a) growth mindsets (malleability), (b) universal mindsets (distribution), (c) brilliance beliefs (necessity for success), and beliefs about ability’s (d) innateness and (e) responsiveness to intervention. Even among the youngest children, these beliefs were empirically distinguishable and also largely coherent, in that they related to each other in expected ways. Moreover, the five beliefs assessed here were differentially related to children’s learning (vs. performance) goals, preference for challenging tasks, and evaluative concern (i.e., concern that mistakes will lead others to evaluate the self negatively). Even when adjusting for age, children with growth mindsets were oriented toward learning goals and preferred challenging tasks; children who believed ability has innate origins preferred performance goals; and younger (but not older) children who thought success required brilliance expressed more concern over being evaluated. These findings speak to the multifaceted nature of children’s concepts of ability and highlight their significance for children’s achievement-related attitudes and behavior in the early school years.

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