Theories of willpower affect sustained learning |
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Authors: | Miller Eric M Walton Gregory M Dweck Carol S Job Veronika Trzesniewski Kali H McClure Samuel M |
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Institution: | Department of Psychology, Stanford University, Stanford, California, United States of America. ermiller@stanford.edu |
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Abstract: | Building cognitive abilities often requires sustained engagement with effortful tasks. We demonstrate that beliefs about willpower-whether willpower is viewed as a limited or non-limited resource-impact sustained learning on a strenuous mental task. As predicted, beliefs about willpower did not affect accuracy or improvement during the initial phases of learning; however, participants who were led to view willpower as non-limited showed greater sustained learning over the full duration of the task. These findings highlight the interactive nature of motivational and cognitive processes: motivational factors can substantially affect people's ability to recruit their cognitive resources to sustain learning over time. |
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