{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T17:05:15Z","timestamp":1786122315271,"version":"build-2736575974"},"reference-count":51,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T00:00:00Z","timestamp":1786060800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T00:00:00Z","timestamp":1786060800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100003125","name":"Suomen Kulttuurirahasto","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100003125","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["bpspsychub.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J of Edu Psychol"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Students' mindsets, reactions to feedback and learning\u2010related behaviour are important for academic success, yet little is known about how these factors and their interconnections develop during primary school.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>To explore longitudinal associations between students' mindsets, physiological responses to performance feedback, and task preference in maths across two primary school years.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample<\/jats:title>\n                    <jats:p>Eighty\u2010nine students were followed from grade 3 to grade 4.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>During the autumn term of both grades, students' mindsets were assessed using a questionnaire. After a challenging maths task, students chose their next task\u2014either another challenging one to learn more or an easy task to succeed. Skin conductance was recorded during an arithmetic task with performance feedback. Mixed\u2010effects models were used to analyse associations and their development.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>We found that growth\u2010minded students preferred the challenging task in both grades, yet mindset did not relate to feedback\u2010related physiological responses. Task preference demonstrated only partly marginal associations with these responses and only in the beginning of the task. Specifically, students preferring the challenging task showed a smaller and faster\u2010habituating physiological reaction to feedback at task onset.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Physiological responses and mindset had unique relations with task preference, suggesting the potential importance of both in learning. Associations with only initial physiological responses and their habituation, not overall feedback\u2010related responses, suggest subtle temporal changes in physiological reactions during educational activities. The present findings, although requiring replication, suggest that supporting students in regulating performance\u2010related arousal at task onset may be particularly important.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.70115","type":"journal-article","created":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T09:35:38Z","timestamp":1786095338000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Associations between maths ability mindset, maths task preference and physiological responses to feedback during an arithmetic task across two primary school years"],"prefix":"10.1111","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0281-138X","authenticated-orcid":false,"given":"Ita","family":"Puusepp","sequence":"first","affiliation":[{"name":"Faculty of Educational Sciences University of Helsinki  Helsinki Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tuisku","family":"Tammi","sequence":"additional","affiliation":[{"name":"Cognitive Science, Department of Digital Humanities University of Helsinki  Helsinki Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tanja","family":"Linnavalli","sequence":"additional","affiliation":[{"name":"Faculty of Educational Sciences University of Helsinki  Helsinki Finland"},{"name":"Cognitive Brain Research Unit, Faculty of Medicine University of Helsinki  Helsinki Finland"},{"name":"Centre of Excellence in Music, Mind, Body and Brain, Faculty of Educational Sciences University of Helsinki  Helsinki Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Minna","family":"Huotilainen","sequence":"additional","affiliation":[{"name":"Faculty of Educational Sciences University of Helsinki  Helsinki Finland"},{"name":"Cognitive Brain Research Unit, Faculty of Medicine University of Helsinki  Helsinki Finland"},{"name":"Centre of Excellence in Music, Mind, Body and Brain, Faculty of Educational Sciences University of Helsinki  Helsinki Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sonja","family":"Laine","sequence":"additional","affiliation":[{"name":"Faculty of Educational Sciences University of Helsinki  Helsinki Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kirsi","family":"Tirri","sequence":"additional","affiliation":[{"name":"Faculty of Educational Sciences University of Helsinki  Helsinki Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,8,7]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0023786"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF02734437"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.18637\/jss.v067.i01"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.biopsycho.2019.06.003"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469\u20108986.2009.00972.x"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.21105\/joss.02815"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467\u20108624.2007.00995.x"},{"key":"e_1_2_9_9_1","first-page":"431","volume-title":"Handbook of approach and avoidance motivation","author":"Blascovich J.","year":"2008"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1177\/00169862221084238"},{"key":"e_1_2_9_11_1","doi-asserted-by":"publisher","DOI":"10.1177\/075910630006600106"},{"key":"e_1_2_9_12_1","volume-title":"Encyclopedia of stress","author":"Boucsein W.","year":"2012"},{"key":"e_1_2_9_13_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469\u20108986.2008.00702.x"},{"key":"e_1_2_9_14_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0029531"},{"key":"e_1_2_9_15_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0022619"},{"key":"e_1_2_9_16_1","first-page":"159","volume-title":"Handbook of psychophysiology","author":"Dawson M. 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