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The Sheldon effect: fixed mindset does not always mean fragile confidence

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  • Nicola J. Beatson
  • David A. G. Berg
  • Jeffrey K. Smith

Abstract

More than just intelligence is needed to learn accounting. We see from prior work that the non-cognitive aspects of learning can influence the experience for accounting students. We investigate by survey both self-efficacy beliefs [Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215] and mindset [Dweck, C. (2006). Mindset: The new psychology of success. Random House] relative to academic performance of accounting students in a first year university course. Analysis of the data shows that mindset is not a predictor of academic success, whereas self-efficacy beliefs have explanatory power. Dweck [2000. Self-theories: Their role in motivation, personality, and development. Psychology Press; 2006. Mindset: The new psychology of success. Random House] claims that students with a fixed mindset also will have fragile confidence. By measuring both self-efficacy beliefs and mindset together, we provide evidence that this may in fact not be the case. Students can have a fixed mindset and high confidence towards learning accounting.

Suggested Citation

  • Nicola J. Beatson & David A. G. Berg & Jeffrey K. Smith, 2019. "The Sheldon effect: fixed mindset does not always mean fragile confidence," Accounting Education, Taylor & Francis Journals, vol. 28(5), pages 532-552, September.
    • Handle: RePEc:taf:accted:v:28:y:2019:i:5:p:532-552
    DOI: 10.1080/09639284.2019.1661858
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M., 2020. "Accounting education literature review (2019)," Journal of Accounting Education, Elsevier, vol. 51(C).

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