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Research papers on Growth mindset interventions

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  1. A national experiment reveals where a growth mindset improves achievement

    David S. Yeager, Paul Hanselman, Gregory M. Walton, et al. · 2019 · Nature · 1,501 citations

    A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the gr

  2. Building Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes

    Xin Tang, Ming‐Te Wang, Jiesi Guo, et al. · 2019 · Journal of Youth and Adolescence · 290 citations

    Despite academics' enthusiasm about the concept of grit (defined as consistency of interest and perseverance of effort), its benefit for academic achievement has recently been challenged. Drawing from a longitudinal sample (N = 2018; 55.3% female; sixth-nineth grades) from Finland, this study first aimed to investigate and replicate the association between grit and achievement outcomes (i.e., academic achievement and engagement). Further, the present study examined whether growth mindset and goal commitment impacted grit and whether grit acted as a mediator between growth mindset, goal commitment, and achievement outcomes. The results showed that the perseverance facet of grit in the eighth

  3. Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices.

    Brooke N. Macnamara, Alexander P. Burgoyne · 2022 · Psychological Bulletin · 274 citations

    ¯ = 0.02, 95% CI = [-0.06, 0.10]. We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

  4. Leveraging Mindsets to Promote Academic Achievement

    Aneeta Rattan, Krishna Savani, Dolly Chugh, et al. · 2015 · Perspectives on Psychological Science · 242 citations

    The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive r

  5. Growing Growth Mindset with a Social Robot Peer

    Hae Won Park, Rinat B. Rosenberg‐Kima, Maor Rosenberg, et al. · 2017 · 137 citations

    Mindset has been shown to have a large impact on people's academic, social, and work achievements. A growth mindset, i.e., the belief that success comes from effort and perseverance, is a better indicator of higher achievements as compared to a fixed mindset, i.e., the belief that things are set and cannot be changed. Interventions aimed at promoting a growth mindset in children range from teaching about the brain's ability to learn and change, to playing computer games that grant brain points for effort rather than success. This work explores a novel paradigm to foster a growth mindset in young children where they play a puzzle solving game with a peer-like social robot. The social robot is

  7. Improving general chemistry performance through a growth mindset intervention: selective effects on underrepresented minorities

    Angela Fink, Michael J. Cahill, Mark A. McDaniel, et al. · 2018 · Chemistry Education Research and Practice · 128 citations

    Women and minorities remain underrepresented in chemistry bachelor's degree attainment in the United States, despite efforts to improve their early chemistry achievement through supplemental academic programs and active-learning approaches. We propose an additional strategy for addressing these disparities: course-based, social-psychological interventions. For example, growth-mindset interventions are designed to support students during challenging academic transitions by encouraging them to view intelligence as a flexible characteristic that can be developed through practice, rather than a fixed ability. Previous research has shown that such interventions can improve the overall performance

  8. An online growth mindset intervention in a sample of rural adolescent girls

    Jeni L. Burnette, V. Michelle Russell, Crystal L. Hoyt, et al. · 2017 · British Journal of Educational Psychology · 119 citations

    BACKGROUND: Students living in rural areas of the United States exhibit lower levels of educational attainment than their suburban counterparts. Innovative interventions are needed to close this educational achievement gap. AIMS: We investigated whether an online growth mindset intervention could be leveraged to promote academic outcomes. SAMPLE: We tested the mindset intervention in a sample of 222 10th-grade adolescent girls (M age = 15.2; 38% White, 25% Black, 29% Hispanic) from four rural, low-income high schools in the Southeastern United States. METHODS: We conducted a randomized controlled trial to test the efficacy of the growth mindset intervention, relative to a sexual health progr

  10. The Power of Believing You can Get Smarter: The Impact of a Growth-Mindset Intervention on Academic Achievement in Peru

    Ingo Outes-León, Alan Sánchez, Renos Vakis · 2020 · World Bank, Washington, DC eBooks · 34 citations

    This paper evaluates the academic impact of a growth-mindset intervention on students starting the secondary level in public schools in urban Peru. ¡Expande tu Mente! is a 90-minute school session aimed at instilling the notion that a person's own intelligence is malleable. Students in schools randomly assigned to treatment showed a small improvement in math test scores and educational expectations, with a large and sustained impact in test scores among students outside the capital city. At a cost of $0.20 per pupil, ¡Expande tu Mente! was highly cost-effective. The results show the potential that brief growth-mindset interventions have for developing countries.

  11. Teachers’ Growth Mindset, Perceived School Climate, and Perceived Parental Autonomy Support Moderate the Relationship Between Students’ Growth Mindset and Academic Achievement

    Kai Zhang, Wu-Jing He · 2025 · Journal of Intelligence · 15 citations

    This study investigates the moderating effects of several contextual factors (i.e., teachers’ growth mindset, perceived school climate, and perceived parental autonomy support) on the relationship between students’ growth mindset and academic achievement. Drawing on Dweck’s growth mindset theory and recent research findings that highlight the context sensitivity of the growth mindset, we hypothesize that supportive environments strengthen the positive impact of students’ growth mindset on academic outcomes. A sample of 358 middle school students (53.8% female; Mage = 13.38 years, SD = 2.20) from public schools in Shanghai City, mainland China, was assessed via three validated instruments: (1

  12. The Impact of Growth Mindset Interventions on Students’ Motivation, Resilience, and Academic Achievement

    Ahmed Madey Mohamoud · 2024 · Multidisciplinary Journal of Horseed International University (MJHIU) · 11 citations

    This study focuses on the impact of growth mindset interventions on students’ motivation, resilience and academic achievement. The specific objectives of the study entail: to assess the impacts of growth mindset interventions on student motivation, resilience, and academic performance in educational settings, to examine the practical strategies employed by educators to implement growth mindset interventions effectively and to identify potential challenges and limitations of growth mindset interventions in fostering a growth mindset culture in schools. The study employed qualitative research approach and used documentary review to collect data of the study. The findings of the study on the im

  13. Can growth mindset interventions improve academic achievement? A structured review of the existing evidence

    Carolina Gazmuri · 2025 · Review of Education · 3 citations

    Abstract Encouraging the idea of a growth mindset in which students believe that they can improve their ability, as opposed to a fixed mindset, has been suggested as an effective and relatively cheap approach to improving student attainment at school. This paper offers a comprehensive review of the evidence from growth mindset interventions. After a rigorous search, screening and evaluation, the inclusion criteria led to 24 studies. All were randomised control trials (RCTs) focused on growth mindset of intelligence interventions for school‐age children and included output measures for academic performance assessment. Their findings reveal that the stron

  16. Exploring the Impact of Growth Mindset Theory on Student Motivation and Academic Achievement: A Review of Recent Literature

    Jiayi Shi · 2025 · Interdisciplinary Humanities and Communication Studies

    The notion of the growth mindset (GM), which can be defined as the notion that mental capacity and individual traits can be changed, has become an institution of contemporary educational psychology. The paper is a formal review of the recent information available on the topic, investigating the effect of GM on the key outcomes of students: academic performance and motivation to learn. The literature review establishes a positive correlation that exists between GM and increased resilience, persistence, and general academic achievement. Moreover, studies are starting to find out more about the underlying cognitive (e.g., working memory acceleration, increased executive control) and pedagogical

  17. The Relationship Between Growth Mindset and Academic Achievement Among Secondary School Students: The Mediating Role of Academic Self-Efficacy

    Miaomiao Tang, Jingxian Wang, Zhen Zeng · 2025 · Journal of Research in Vocational Education

    Research on the relationship between middle school students’ growth mindset and academic self-efficacy was carried out by using the Academic Procrastination Questionnaire and the Academic self-efficacy Scale as research tools, and a survey was conducted among 634 junior high school students who were randomly selected in clusters. The results showed that: (1) Middle school students’ growth mindset and academic self-efficacy were above the medium level; (2) The score of academic self-efficacy was higher than that of academic ability self-efficacy; (3) There was a significant positive correlation between middle school students’ growth mindset and academic self-efficacy; (4) Academic self-effica

  19. Growth Mindset Interventions for Underprivileged Children: Academic Achievement and Developmental Outcomes at Aseema Foundation (Grades 1-3)

    Srikantah Nayaka · 2025 · Journal of Educational Research and Policies

    This study investigates the impact of growth mindset interventions on the academic achievement and personal development of underprivileged children at the Aseema Foundation. Focusing on Grade 1 and Grade 3 students, the research involved a series of workshops designed to foster a growth mindset. The study assessed changes in students' attitudes toward challenges, their academic performance, and overall engagement in learning. The results suggest that students who developed a growth mindset exhibited improved academic outcomes and a more engaged approach to learning.

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