Abstract
Experts become experts in part because of their willingness to engage in thousands of hours of deliberate practice. What motivates them to persist in the face of constant failure? This question was addressed in a study of experts and novices in the domains of mathematics and English literature. We compared how experts persisted and spoke about their failures while thinking aloud during problem-solving on difficult tasks, in and outside of their domain of expertise. Experts persisted longer and gave different reasons for their failures than novices did, and their implicit theories of intelligence explained some of these patterns. Our findings document how an expert's failure attributions and implicit theory of intelligence may help them persist when tackling challenging problems in their domains.
| Original language | English (US) |
|---|---|
| Title of host publication | International Collaboration toward Educational Innovation for All |
| Subtitle of host publication | Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 |
| Editors | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 1485-1488 |
| Number of pages | 4 |
| ISBN (Electronic) | 9781737330653 |
| State | Published - 2022 |
| Event | 16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: Jun 6 2022 → Jun 10 2022 |
Publication series
| Name | Proceedings of International Conference of the Learning Sciences, ICLS |
|---|---|
| ISSN (Print) | 1814-9316 |
Conference
| Conference | 16th International Conference of the Learning Sciences, ICLS 2022 |
|---|---|
| Country/Territory | Japan |
| City | Virtual, Online |
| Period | 6/6/22 → 6/10/22 |
Bibliographical note
Publisher Copyright:© ISLS.