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
A study published in The Journal of Child Psychology and Psychiatry examines whether a half-hour, self-administered, single-session intervention (SSI) teaching growth mindset can reduce depression and anxiety and strengthen perceived control in high-risk teenagers.
Teenagers (aged 12–15) and their parents completed separate baseline questionnaires about the young person’s anxiety and depressive symptoms, which were then repeated over a nine-month follow-up period. Teenagers also reported on their perceived behavioural control. The teenagers were then randomised to receive either a 30-minute computer-guided intervention teaching growth mindset (the belief that personality is malleable), or a supportive therapy control.
Compared to the control group, teenagers who received the SSI had greater improvements in parent-reported depression (effect size = +0.60) and anxiety (+0.28), as well as self-reported depression (+0.32) and perceived behavioural control (+0.29) from baseline to nine-month follow-up. The effects of the intervention on self-reported anxiety were +0.36.
The report concludes that the findings suggest a promising, scalable SSI for reducing anxiety and depression in high-risk teenagers.
Source: A single-session growth mindset intervention for adolescent anxiety and depression: 9-month outcomes of a randomized trial (September 2017), The Journal of Child Psychology and Psychiatry