Abstract Mindset is believed to influence students' learning outcomes, but there is a paucity of research examining its relationship to students' learning choices (e.g., critical feedback-seeking and revision choices) as a pathway to improving learning and performance. This study examines the relationships between mindset, critical feedback-seeking, and learning. Undergraduate students (n = 155) at a University in Western Canada completed a mindset pre-test, played an online assessment game in which they designed three posters, and completed a post-test measuring their learning of graphic design principles. For each poster, the game tracked students’ choices to seek confirmatory or critical feedback and to revise their posters, as well as their poster performance. Findings show that the more the students seek critical feedback, the more they revise their posters and the better they perform across the game. Theoretical implications resulting from mediation analyses indicate that revision fully explains the link between critical feedback-seeking and performance. Moreover, moderation analyses of mindset revealed differential results on the relationship between critical feedback-seeking and learning, depending on the conceptualization of the mindset construct. Implications of these results with regards to the conceptualization of mindset are discussed.

中文翻译：

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心态对大学生批判性反馈寻求与学习关系的调节作用

摘要 心态被认为会影响学生的学习成果，但很少有研究将其与学生学习选择（例如，寻求批判性反馈和修订选择）的关系作为改善学习和表现的途径。本研究考察了心态、批判性反馈寻求和学习之间的关系。加拿大西部一所大学的本科生 (n = 155) 完成了心态预测试，玩了一个在线评估游戏，他们设计了三张海报，并完成了一个衡量他们对平面设计原则学习的后测。对于每张海报，游戏都会跟踪学生的选择，以寻求确认性或批判性的反馈并修改他们的海报，以及他们的海报表现。调查结果表明，学生寻求批评性反馈的次数越多，他们修改海报的次数越多，他们在整个游戏中的表现就越好。中介分析产生的理论意义表明，修订充分解释了批判性反馈寻求与绩效之间的联系。此外，心态的适度分析揭示了批判性反馈寻求与学习之间关系的不同结果，这取决于心态结构的概念化。讨论了这些结果对心态概念化的影响。心态的适度分析揭示了批判性反馈寻求和学习之间关系的不同结果，这取决于心态结构的概念化。讨论了这些结果对心态概念化的影响。心态的适度分析揭示了批判性反馈寻求和学习之间关系的不同结果，这取决于心态结构的概念化。讨论了这些结果对心态概念化的影响。