{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"submitter":["Yeager DS"],"funding":["Character Lab","Eunice Kennedy Shriver National Institute of Child Health and Human Development","NICHD NIH HHS","spencer foundation","stanford university","bill and melinda gates foundation","william t. grant foundation","Raikes Foundation","houston endowment","national science foundation","Bezos Family Foundation","ubs optimus foundation","national institutes of health","jacobs foundation"],"pagination":["18-32"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC8985222"],"repository":["biostudies-literature"],"omics_type":["Unknown"],"volume":["33(1)"],"pubmed_abstract":["A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers' mindsets and answer a new question: Can students independently implement their growth mindsets in virtually any classroom culture, or must students' growth mindsets be supported by their teacher's own growth mindsets (i.e., the <i>mindset-plus-supportive-context</i> hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter "],"journal":["Psychological science"],"pubmed_title":["Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work."],"pmcid":["PMC8985222"],"funding_grant_id":["47515","1761179 and 2004831","P2C HD042849","189706","R01HD084772","R01 HD084772","OPP1197627 and INV-004519","P2CHD042849"],"pubmed_authors":["Walton GM","Crosnoe R","Dweck CS","Buontempo J","Duckworth AL","Woody S","Kudym M","Hulleman C","Cimpian A","Mhatre P","Carroll JM","Murphy M","Yeager DS","Kersting N","Muller C","Murray J"],"additional_accession":[]},"is_claimable":false,"name":"Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work.","description":"A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers' mindsets and answer a new question: Can students independently implement their growth mindsets in virtually any classroom culture, or must students' growth mindsets be supported by their teacher's own growth mindsets (i.e., the <i>mindset-plus-supportive-context</i> hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter ","dates":{"release":"2022-01-01T00:00:00Z","publication":"2022 Jan","modification":"2026-06-04T04:53:25.86Z","creation":"2025-02-19T01:55:45.583Z"},"accession":"S-EPMC8985222","cross_references":{"pubmed":["34936529"],"doi":["10.1177/09567976211028984"]}}