Mindset theory suggests that pupils with higher growth mindsets benefit from higher academic achievement, and therefore, interventions designed to increase pupils’ growth mindsets are thought to increase academic achievement. To evaluate this, Victoria Sisk and colleagues conducted two meta-analyses to assess to what extent and under which circumstances growth mindsets are important to academic achievement.
The first meta-analysis examined whether pupils’ mindsets were related to academic achievement. In the second, they looked at the effectiveness of growth mindset interventions on pupils’ academic achievement. For both analyses, academic achievement was measured using standardised test scores from more than 400,000 pupils.
The study, published in Psychological Science, found little to no impact for both meta-analyses, and effect sizes were inconsistent across studies. Overall, the first meta-analysis showed only a very weak relationship between mindsets and academic achievements. Similarly, only a very small overall effect for mindset interventions on academic achievement was demonstrated in the second meta-analysis.
Source: To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses (March 2018), Psychological Science DOI: 10.1177/0956797617739704