Individual Responses versus Aggregate Group-Level Results: Examining the Strength of Evidence for Growth Mindset Interventions on Academic Performance.

ABSTRACT: Mindset theory assumes that students' beliefs about their intelligence-whether these are fixed or can grow-affects students' academic performance. Based on this assumption, mindset theorists have developed growth mindset interventions to teach students that their intelligence or another attribute can be developed, with the goal of improving academic outcomes. Though many papers have reported benefits from growth mindset interventions, others have reported no effects or even detrimental effects. Recently, proponents of mindset theory have called for a "heterogeneity revolution" to understand when growth mindset interventions are effective and when-and for whom-they are not. We sought to examine the whole picture of heterogeneity of treatment effects, including benefits, lack of impacts, and

SUBMITTER: Barnett MK 

PROVIDER: S-EPMC10299668 | biostudies-literature | 2023 May

REPOSITORIES: biostudies-literature