Growth Mindset and Neuroplasticity Training Strengthens Reward-Related Circuits in Children
Poster No:
599
Submission Type:
Abstract Submission
Authors:
Xin-Yu Chen1, Chan-Tat Ng1, Chia-Ying Yang2, I-Wei Lai2,3, Ting-Ting Chang1,4
Institutions:
1Department of Psychology, National Chengchi University, Taipei City, Taiwan, 2Numeracy Lab, Taipei City, Taiwan, 3Department of Electrical Engineering, National Taiwan Normal University, Taipei City, Taiwan, 4Research Center for Mind, Brain, and Learning, National Chengchi University, Taipei City, Taiwan
First Author:
Co-Author(s):
I-Wei Lai
Numeracy Lab|Department of Electrical Engineering, National Taiwan Normal University
Taipei City, Taiwan|Taipei City, Taiwan
Numeracy Lab|Department of Electrical Engineering, National Taiwan Normal University
Taipei City, Taiwan|Taipei City, Taiwan
Ting-Ting Chang
Department of Psychology, National Chengchi University|Research Center for Mind, Brain, and Learning, National Chengchi University
Taipei City, Taiwan|Taipei City, Taiwan
Department of Psychology, National Chengchi University|Research Center for Mind, Brain, and Learning, National Chengchi University
Taipei City, Taiwan|Taipei City, Taiwan
Introduction:
Growth mindset, the belief that abilities can be developed through dedicated effort, has been widely linked to greater academic motivation and achievement (Burnette, 2023; Dong, 2023). However, empirical studies on the efficacy of growth mindset interventions show mixed effects on academic performance (Sisk, 2018), and the underlying neural mechanisms remain unclear (Chen, 2022; Zhao, 2024). This study addresses this gap by examining the impact of a novel intervention combining growth mindset training with neuroplasticity-focused neuroscience lectures on children's mathematical attitudes, performance, and brain responses.
Methods:
Fourth graders attended a five-day mathematics camp and were single-blindly assigned to one of two math courses: one integrating growth mindset principles and neuroplasticity instruction (mindset group, n=15) or a standard math course (control group, n=20). The mindset group received math lessons through the teaching style of emphasizing how effort improves brain function and academic performance, while the control group attended similar lessons without these components.
Before and after the intervention, participants completed assessments of math growth mindset, arithmetic fluency, IQ, and an fMRI session. The fMRI involved a dot comparison task assessing non-symbolic numerical magnitude processing by judging which of the two dot sets contained more dots (Ng, 2024). To examine intervention effects on math growth mindset, arithmetic fluency, and brain responses, two-way mixed-design ANOVAs (group: mindset vs. control; time: pre- vs. post-intervention) were conducted. Whole-brain significance was set at p<.005 (voxel-wise), and k>=86 (cluster-level) based on Monte Carlo simulations. To further explore the intervention effects on neural circuits, we assessed functional connectivity within reward-related circuits, including the caudate, putamen, ventral striatum, and substantia nigra pars reticulata (SNpr) and pars compacta (SNpc), as identified by the Automated Anatomical Atlas 3 (Rolls, 2020).
Before and after the intervention, participants completed assessments of math growth mindset, arithmetic fluency, IQ, and an fMRI session. The fMRI involved a dot comparison task assessing non-symbolic numerical magnitude processing by judging which of the two dot sets contained more dots (Ng, 2024). To examine intervention effects on math growth mindset, arithmetic fluency, and brain responses, two-way mixed-design ANOVAs (group: mindset vs. control; time: pre- vs. post-intervention) were conducted. Whole-brain significance was set at p<.005 (voxel-wise), and k>=86 (cluster-level) based on Monte Carlo simulations. To further explore the intervention effects on neural circuits, we assessed functional connectivity within reward-related circuits, including the caudate, putamen, ventral striatum, and substantia nigra pars reticulata (SNpr) and pars compacta (SNpc), as identified by the Automated Anatomical Atlas 3 (Rolls, 2020).
Results:
The two groups showed no pre-intervention differences in math growth mindset, arithmetic fluency, or IQ (all ps>.05). There were no significant main effects or interactions on math growth mindset or arithmetic fluency (all ps>.05). However, neuroimaging analyses indicated significant group-by-time interactions in the bilateral anterior insula (AI). Post-intervention, the mindset group exhibited increased AI activity, whereas the control group exhibited a decrease. Furthermore, group-by-time interactions in functional connectivity were observed for the left AI-left SNpr (F(1, 33)=6.72, p=.014, ηp²=.17), right AI-left SNpr (F(1, 33)=6.11, p =.019, ηp²=.16), and right AI-right SNpc (F(1, 33)=4.60, p=.039, ηp²=.12). These findings suggest that the intervention enhanced engagement and functional connectivity in reward-associated circuits in the mindset group, but not in the control group.
Conclusions:
Our findings suggest that growth mindset training, even in the absence of immediate behavioral changes, induces significant alterations in brain activity and connectivity in the AI and reward circuits. Increased AI activation in the mindset group may indicate that training enhances the perception of effort as meaningful, driving greater mental engagement and persistence in cognitive tasks. In contrast, decreased AI activation in the control group reflects reduced task salience and engagement over time. Moreover, stronger AI-SN connectivity in the mindset group highlights the training's integration of cognitive control and reward systems, boosting motivation and task engagement. These results offer a compelling neurobiological foundation for utilizing growth mindset training, particularly when coupled with neuroplasticity-focused instruction, to enhance learning through targeted interventions.
Emotion, Motivation and Social Neuroscience:
Emotion and Motivation Other 1
Higher Cognitive Functions:
Executive Function, Cognitive Control and Decision Making
Higher Cognitive Functions Other 2
Learning and Memory:
Neural Plasticity and Recovery of Function
Novel Imaging Acquisition Methods:
BOLD fMRI
Keywords:
Cognition
Cortex
FUNCTIONAL MRI
Plasticity
Sub-Cortical
1|2Indicates the priority used for review
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Provide references using APA citation style.
Chen, L. (2022). Cognitive training enhances growth mindset in children through plasticity of cortico-striatal circuits. npj Science of Learning, 7(1), 30.
Dong, L. (2023). How growth mindset influences mathematics achievements: A study of Chinese middle school students. Frontiers in Psychology, 14, 1148754.
Ng, C. T. (2024). Frontoparietal and salience network synchronizations during nonsymbolic magnitude processing predict brain age and mathematical performance in youth. Human Brain Mapping, 45(11), e26777.
Rolls, E. T. (2020). Automated anatomical labelling atlas 3. NeuroImage, 206, 116189.
Sisk, V. F. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549-571.
Zhao, Y. (2024). Power of self-belief: Growth mindset fosters cognitive development via mesocortical functional coactivation and dynamic reconfiguration. bioRxiv.