Particularly striking was the way in which the performance goal-low perceived ability condition produced the same pattern of strategy deterioration, failure attribution, and negative affect found in naturally occurring learned helplessness.
This measure served as a manipulation check for the incremental ability condition.
Participants in these two conditions did not significantly differ (see Table 7); thus, we collapsed across the incremental ability condition for the Summer program perception analyses.
Incremental ability beliefs significantly differed as a function of incremental ability condition both after the Summer minicourse (F 1, 181) = 33.37, p < 0.001) and at the follow-up assessment (F 1, 166) = 7.65, p = 0.006).
We first conducted a manipulation check to determine whether the incremental ability condition enhanced students' beliefs that intelligence is malleable (e.g., incremental, or it can develop and grow), relative to those in the control group.
Students in the incremental ability condition focused their letters on the message that it is possible to overcome challenges and succeed, especially with hard work, to reinforce the message they received during the webinar.
Although the benefits of incremental ability beliefs is well documented (Yeager and Dweck, 2012), we found no added benefit for students randomly assigned to the incremental ability condition in terms of students' science motivation either immediately after the Summer minicourse or 8 mo later (after the Fall research course).
As expected, participants in the incremental ability condition reported higher incremental beliefs (Summer minicourse: M = 4.75, SD = 0.79; follow-up assessment: M = 4.39, SD = 0.87) compared with students in the control condition (Summer minicourse: M = 3.94, SD = 1.06; follow-up assessment: M = 3.99, SD = 1.07).
Next we set out to investigate the endothelial barrier promoting ability of conditioned medium from primary alveolar epithelial cells.
