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 mindset-plus-supportive-context hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter hypothesis. This result stood up to potentially confounding teacher factors and to a conservative Bayesian analysis. Thus, sustaining growth-mindset effects may require contextual supports that allow the proffered beliefs to take root and flourish.
Original language | English (US) |
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Pages (from-to) | 18-32 |
Number of pages | 15 |
Journal | Psychological Science |
Volume | 33 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2022 |
Keywords
- adolescence
- affordances
- growth mindset
- implicit theories
- motivation
- open data
- open materials
- preregistered
- wise interventions
ASJC Scopus subject areas
- General Psychology