Telling students it tested intelligence had mixed effects on how long they kept going

The study

1. 01

   Who took part

   145 university students took part in three lab experiments. The first had 48 students, the second 54 (26 men and 28 women), and the third 43 men.

2. 02

   What they did

   Some students were told the task tested intelligence, and others got a plain description. Feedback was positive, about average, or none, and students were then left alone for 2 to 6 minutes.

3. 03

   What happened

   After positive feedback, students told it tested intelligence stayed on about 4 minutes, against about 5. With no feedback, they kept going about 4 minutes, against about 2. With average feedback, 70 in 100 such students kept working, against 48 in 100.

What the study found

1. HelpedFocus

   After positive feedback, students not told of the test kept going longer.

   • Action: Aim to learn, not to impresstested

   Trial of 145 university students in three lab studies · vs students told it measured intelligence · behaviour was recorded

2. MixedFocus

   With positive feedback, students not told of the test kept going longer. With no feedback, it was the other way round.

   • Action: Aim to learn, not to impresstested

   Trial of 145 university students in three lab studies · vs students told it measured intelligence · behaviour was recorded

3. HelpedMotivation

   Students not told of the test rated their choice and enjoyment higher.

   • Action: Aim to learn, not to impresstested

   Trial of 145 university students in three lab studies · vs students told it measured intelligence · behaviour was recorded

Source