biostudies-literatureYeager DSCharacter LabEunice Kennedy Shriver National Institute of Child Health and Human DevelopmentNICHD NIH HHSspencer foundationstanford universitybill and melinda gates foundationwilliam t. grant foundationRaikes Foundationhouston endowmentnational science foundationBezos Family Foundationubs optimus foundationnational institutes of healthjacobs foundation18-32https://www.ebi.ac.uk/biostudies/studies/S-EPMC8985222biostudies-literatureUnknown33(1)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 Psychological scienceTeacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work.PMC8985222475151761179 and 2004831P2C HD042849189706R01HD084772R01 HD084772OPP1197627 and INV-004519P2CHD042849Walton GMCrosnoe RDweck CSBuontempo JDuckworth ALWoody SKudym MHulleman CCimpian AMhatre PCarroll JMMurphy MYeager DSKersting NMuller CMurray JfalseTeacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work.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 2022-01-01T00:00:00Z2022 Jan2026-06-04T04:53:25.86Z2025-02-19T01:55:45.583ZS-EPMC89852223493652910.1177/09567976211028984