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Research papers on Growth mindset interventions

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  1. 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 · 300 citations

    According to mindset theory, students who believe their personal characteristics can change—that is, those who hold a growth mindset—will achieve more than students who believe their characteristics are fixed. Proponents of the theory have developed interventions to influence students’ mindsets, claiming that these interventions lead to large gains in academic achievement. Despite their popularity, the evidence for growth mindset intervention benefits has not been systematically evaluated considering both the quantity and quality of the evidence. Here, we provide such a review by (a) evaluating empirical studies’ adherence to a set of best practices essential for drawing causal conclusions a

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  2. Leveraging Mindsets to Promote Academic Achievement

    Aneeta Rattan, Krishna Savani, Dolly Chugh, et al. · 2015 · Perspectives on Psychological Science · 240 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

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  3. 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 · 33 citations

    Este artículo evalúa el impacto académico de una intervención de mentalidad de crecimiento en los estudiantes que comienzan el nivel secundario en las escuelas públicas del Perú urbano. ¡Expande tu Mente! es una sesión escolar de 90 minutos destinada a inculcar la noción de que la propia inteligencia de una persona es maleable. Los estudiantes en las escuelas asignadas al azar al tratamiento mostraron una pequeña mejora en los puntajes de las pruebas de matemáticas y las expectativas educativas, con un impacto grande y sostenido en los puntajes de las pruebas entre los estudiantes fuera de la capital. A un costo de $ 0.20 por alumno, ¡Expande tu Mente! fue altamente rentable. Los resultados

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  4. 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

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

    Carolina Gazmuri · 2025 · Review of Education · 4 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 strongest studies, characterised by larger s

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  6. The effects of a growth mindset intervention on the beliefs about intelligence, effort beliefs, achievement goal orientations, and academic self-efficacy of LD students with reading difficulties

    Mary Caufield Baldridge · 2010 · 4 citations

    The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This was a mixed methods study examining pretest and post test survey responses utilizing descriptive statistics and analyzing qualitative data: class discussions, student interviews, journal responses, and unit quizzes, through themes and coding. Two surveys were used to measure theory of intelligence, effort belief, achievement goal orientation, and acad

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  7. Growth Mindset Interventions and Academic Achievement: A Meta-Analysis of Implications for Educational Management

    Endin Nasrudin, Dadang Sahroni, Eki Agustin · 2025 · Sciences du Nord Humanities and Social Sciences

    Growth mindset interventions are widely adopted in schools on the premise that teaching students that intellectual abilities can be developed will raise academic achievement, yet published syntheses disagree about how large, and how dependable, the effect is. This study conducted a systematic review and second-order meta-analysis of the strongest available evidence in order to clarify what the pooled effects imply for educational management. Following a PRISMA 2020-adapted protocol, we identified three large meta-analytic syntheses and four large randomized field experiments conducted in the United States, England, and Norway. Effect estimates were extracted, standard errors were reconstruct

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  8. 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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  9. The Effects of Growth Mindset, Belonging, and Synergistic Interventions on Academic Achievement among Chinese Secondary School Students

    Yuexin, Ji · 2025 · Open Science Framework

    This study aims to examine the effectiveness of online interventions that combine growth mindset and peer belonging strategies in improving academic achievement among Chinese secondary school students. Participants will be randomly assigned to one of four groups delivered via modules: (1) a growth mindset intervention, (2) a peer belonging intervention, (3) a synergistic intervention combining both strategies, or (4) a control group. We expect that both the growth mindset intervention and the synergistic intervention will significantly enhance students' academic performance, with the synergistic intervention showing the strongest effects. Additionally, we hypothesize that female students wil

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