Teaching neuroplasticity can foster motivation and inhibitory control brain activity.

This intervention alone is not sufficient to improve task performance.

Perceived competence is the only motivational moderator between the intervention and brain activity.

This provides new and deeper insights into the role of mindset theory in the relationship between this type of intervention and goal-directed behaviors.

Frequent and persistent errors resist teaching, partly due to difficulties in mobilizing inhibitory control. A promising strategy to address this challenge involves teaching students about neuroplasticity. Such instruction may indeed foster motivational beliefs (often referred to as growth mindset), which in turn could positively influence the mobilization of inhibitory control. This study investigated the effects of a neuroplasticity-based intervention on motivation (including constructs from mindset theory), inhibitory control and task performance.

The final sample included 44 10–12 y/o students recruited from French-speaking elementary schools in the Montreal area (Québec, Canada), primarily through an online advertisement posted on social media. They were assigned to either the experimental group (neuroplasticity intervention) or the control group. They completed a motivational questionnaire at both pretest and posttest and performed a fraction comparison task while undergoing fMRI scanning.

Results indicated that students who learned about neuroplasticity demonstrated significant improvements in motivation and greater activation of the ventrolateral prefrontal cortex (VLPFC), a brain region associated with inhibitory control. However, task performance did not significantly differ between groups. Notably, the change in perceived competence was the only motivational variable significantly associated with brain activity related to inhibitory control.

These findings suggest that teaching neuroplasticity can both foster motivation and neural engagement, with perceived competence emerging as a central variable in this relationship. While the intervention did not produce direct effects on academic performance, it remains a promising cost-effective strategy to support students with inhibitory control difficulties and offers valuable insights for future educational interventions.

Teaching neuroplasticity

Motivation

Mindset

Inhibitory control

Perceived competence

Self-efficacy

Educational neuroscience

Executive functions

Mathematics education

Comparing fractions

© 2025 The Authors. Published by Elsevier GmbH.