This study examined reported attitudes and beliefs about growth mindset (the belief that intelligence and academic ability are not fixed and can be increased through effort and learning) for a sample of 103,066 pupils and 5,721 teachers in grades 4–12 (Years 5–13) in Nevada’s Clark County School District in the US.
Three-quarters of pupils reported having beliefs that are consistent with a growth mindset. The average growth mindset score across all pupils was 4 on a scale of 1 to 5 (where 1 indicates agreement with all statements that suggest a fixed-ability mindset, and 5 indicates disagreement). In addition, reported beliefs were found to differ depending on pupils’ ethnicity, school year, prior achievement and whether pupils were native English speakers or not. For example, the average growth mindset score for pupils with English as an Additional Language (EAL) was lower (3.5) than the average growth mindset score for non-EAL pupils (4.0). Lower-achieving pupils reported lower levels of growth mindset than their higher-achieving peers (a difference of 0.8 points).
Teachers’ average growth mindset score was 0.5 points higher than their pupils’ (4.5 compared with 4.0). For the most part, their beliefs regarding growth mindset did not vary significantly depending on the characteristics of the pupils attending their schools.
Source: Growth mindset, performance avoidance, and academic behaviors in Clark County School District (REL 2017–226) (April 2017), US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West