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BRAINBELIEFS SIGNED

Proving or improving yourself: longitudinal effects of ability beliefs on neural feedback processing and school outcomes

Total Cost €

EC-Contrib. €

Partnership

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BRAINBELIEFS project word cloud

Explore the words cloud of the BRAINBELIEFS project. It provides you a very rough idea of what is the project "BRAINBELIEFS" about.

influence multiple revealed beliefs student adolescents impulse relates neurobiological effort pursues incremental nature resilient neuroscience lastingly underlying scientific their outcomes introducing psychological goals time disciplines behavior jointly implicit selective students attended actual bridges shape adolescence profound believing setbacks reveals longitudinal learning investigates themselves entity intervention thereby central motivation brain mechanisms school persistent unravel proving resilience performance interplay secondary optimally complete functional educational entities malleability prioritizes others education move provides stimulate achievements successfully

Project "BRAINBELIEFS" data sheet

The following table provides information about the project.

Coordinator	STICHTING VU Organization address address: DE BOELELAAN 1105 city: AMSTERDAM postcode: 1081 HV website: www.vu.nl contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.
Coordinator Country	Netherlands [NL]
Total cost	1˙597˙291 €
EC max contribution	1˙597˙291 € (100%)
Programme	1. H2020-EU.1.1. (EXCELLENT SCIENCE - European Research Council (ERC))
Code Call	ERC-2016-STG
Funding Scheme	ERC-STG
Starting year	2017
Duration (year-month-day)	from 2017-03-01 to 2022-02-28

Partnership

Take a look of project's partnership.

#	participants	country	role	EC contrib. [€]
1	STICHTING VU STICHTING VU Organization address address: DE BOELELAAN 1105 city: AMSTERDAM postcode: 1081 HV website: www.vu.nl contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.	NL (AMSTERDAM)	coordinator	1˙597˙291.00

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Project objective

To successfully complete secondary education, persistent learning behavior is essential. Why are some adolescents more resilient to setbacks at school than others? In addition to actual ability, students’ implicit beliefs about the nature of their abilities have major impact on their motivation and achievements. Ability beliefs range from viewing abilities as “entities” that cannot be improved much by effort (entity beliefs), to believing that they are incremental with effort and time (incremental beliefs). Importantly, ability beliefs shape which goals a student pursues at school; proving themselves (performance goals) or improving themselves (learning goals). The central aims of the proposal are to unravel 1) the underlying processing mechanisms of how beliefs and goals shape resilience to setbacks at school and 2) how to influence these mechanisms to stimulate persistent learning behavior. Functional brain research, including my own, has revealed the profound top-down influence of goals on selective information processing. Goals may thus determine which learning-related information is attended. Project 1 jointly investigates the essential psychological and neurobiological processes to unravel the longitudinal effects of beliefs and goals on how the brain prioritizes information during learning, and how this relates to school outcomes. Project 2 reveals how to influence this interplay with the aim to long-lastingly stimulate persistent learning behavior. I will move beyond existing approaches by introducing a novel intervention in which students experience their own learning-related brain activity and its malleability. The results will demonstrate how ability beliefs and goals shape functional brain development and school outcomes during adolescence, and how we can optimally stimulate this interplay. The research has high scientific impact as it bridges multiple disciplines and thereby provides a strong impulse to the emerging field of educational neuroscience.

Publications

List of publications.
year	authors and title	journal	last update
2019	Nienke Atteveldt, Geertje Tijsma, Tieme Janssen, Frank Kupper Responsible Research and Innovation as a Novel Approach to Guide Educational Impact of Mind, Brain, and Education Research published pages: Early online vie, ISSN: 1751-2271, DOI: 10.1111/mbe.12213	Mind, Brain, and Education Early online view	2019-11-22
2018	Sibel AltikulaÃ§, Nikki C. Lee, Chiel van der Veen, Ilona Benneker, Lydia Krabbendam, Nienke van Atteveldt The Teenage Brain: Public Perceptions of Neurocognitive Development during Adolescence published pages: 1-21, ISSN: 0898-929X, DOI: 10.1162/jocn_a_01332	Journal of Cognitive Neuroscience	2019-10-08
2018	Nienke MariÃ«lla van Atteveldt, Marlieke van Kesteren, Barbara Braams, Lydia Krabbendam Neuroimaging of learning and development: improving ecological validity published pages: 186-203, ISSN: 2295-3159, DOI: 10.14786/flr.v6i3.366	Frontline Learning Research Vol 6 No 3	2019-10-01

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