Growth-Mindset Intervention Delivered by Teachers Boosts Achievement in Early Adolescence

Tenelle Porter, Diego Catalán Molina, Andrei Cimpian, Sylvia Roberts, Afiya Fredericks, Lisa S. Blackwell, Kali Trzesniewski

Research output: Contribution to journalArticlepeer-review


School underachievement is a persistent problem in the United States. Direct-to-student, computer-delivered growth-mindset interventions have shown promise as a way to improve achievement for students at risk of failing in school; however, these interventions benefit only students who happen to be in classrooms that support growth-mindset beliefs. Here, we tested a teacher-delivered growth-mindset intervention for U.S. adolescents in Grades 6 and 7 that was designed to both impart growth-mindset beliefs and create a supportive classroom environment where those beliefs could flourish (N = 1,996 students, N = 50 teachers). The intervention improved the grades of struggling students in the target class by 0.27 standard deviations, or 2.81 grade percentage points. The effects were largest for students whose teachers endorsed fixed mindsets before the intervention. This large-scale, randomized controlled trial demonstrates that growth-mindset interventions can produce gains when delivered by teachers.

Original languageEnglish (US)
Pages (from-to)1086-1096
Number of pages11
JournalPsychological Science
Issue number7
StatePublished - Jul 2022


  • academic achievement
  • adolescent development
  • affordances
  • growth mindset
  • motivation
  • open data
  • preregistered

ASJC Scopus subject areas

  • General Psychology


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