Are profiles of self-regulated learning and intelligence mindsets related to students' self-regulated learning and achievement?

Research emphasizes the relevance of mindsets for SRL and academic achievement. This paper reports three studies that aim to detect profiles of mindsets about SRL and intelligence, examine their relationship with students' SRL, study-related beliefs, and academic achievement, and replicate the findings across samples. Participants were N total = 633 university students, with N Study1 = 254, N Study2 = 187, and N Study3 = 192. LPAs were run to identify mindset profiles, and Mplus' auxiliary (BCH) function was applied to examine mean differences across profiles. All three studies identified the mindset profiles "Entity-Theory", "Balanced-Theory", and "SRL-Theory". The analyses revealed an SRL-Theory advantage regarding SRL, study-related beliefs, and academic achievement. These are the first studies to explore mindset profiles based on mindsets about SRL and intelligence. The identified mindset-based meaning systems provide diagnostic information for teaching and tailored interventions and stimulate the advancement of SRL and mindset theories. • Our studies are the first to explore profiles of SRL and intelligence mindsets. • Three profiles were identified: Entity-Theory, Balanced-Theory, and SRL-Theory. • The analyses revealed an SRL-Theory advantage in SRL and achievement. • The replication in two further studies highlights the significance of the results. • Our findings stimulate the advancement of theory and have practical implications. [ABSTRACT FROM AUTHOR]