The Effects of Brief Growth Mindset and Autonomy-Support Interventions on Persistence

Abstract

Abstract This study explored how students respond to challenge when tasks become difficult and uncertain. Building on growth mindset theory and autonomy support, the research examined whether brief motivational interventions delivered immediately before a difficult task could influence persistence. University students were assigned to a growth mindset, autonomy-support, combined, or control condition before completing a task containing unsolvable questions. Results showed that participants who received either intervention persisted longer than those in the control condition, while participants who received both interventions demonstrated the greatest persistence overall. The findings suggest that persistence may be strengthened both by helping individuals view difficulty as part of growth and by creating learning environments that feel more self-endorsed and meaningful. Together, these results highlight the value of combining belief-based and context-based approaches to support motivation under challenge.