E-CER

Mindsets include beliefs about attributes or abilities, such as the malleability of abilities or the relevance of abilities for achievement. Mindsets build a 'meaning system' that plays a crucial role in learning by influencing motivation, emotions, learning behaviour, and goal setting, which ultimately impact achievement. While previous research has primarily focused on mindsets about intelligence, there is growing interest in examining domain- or subject-specific mindsets due to their predictive power for domain-specific behaviour. Although mindsets are generally stable, interventions can change them, providing opportunities to foster adaptive mindsets. However, the relationship between mindsets and learning outcomes varies across domains, populations, and cultures. Additionally, evidence suggests that mindset interventions might be particularly effective for academically at-risk students.
The E-CER aims to bring together these different perspectives to develop a comprehensive framework for conceptualising, analysing, and promoting different mindsets for different populations. The E-CER aims to advance our understanding of mindsets by developing new assessment tools, designing tailored mindset interventions, and developing resources to support the implementation of mindset-oriented practices for students, parents, and teachers.

Principal investigators
Prof. Dr. Silke Hertel, Heidelberg University
Prof. Dr. Yves Karlen, University of Zurich

Network Members
Prof. Dr. Lisa Bardach, Justus Liebig University Giessen
Dr. Miriam Compagnoni, University of Zurich
Prof. Dr. Luísa Faria, University of Porto
Prof. Dr. Veronica Job, University of Vienna
Dr. Fidela Law, University of Bristol
Prof. Dr. Marko Lüftenegger, University of Vienna
Prof. Dr. Kirsi Tirri, University of Helsinki
Dr. Helene Zeeb, University of Erfurt

Associated Members
Dr. Sungwha Kim, Korea University
Dr. Alex von Bergen, University of Zurich

Project Duration
2024-2028

Funding
European Association for Researching on Learning and Instruction (EARLI)