A systematic review and meta-analysis of growth mindset interventions: For whom, how, and why might such interventions work?

Abstract

As growth mindset interventions increase in scope and popularity, scientists and policymakers are asking: Are these interventions effective? To answer this question properly, the field needs to understand the meaningful heterogeneity in effects. In the present systematic review and meta-analysis, we focused on two key moderators with adequate data to test: Subsamples expected to benefit most and implementation fidelity. We also specified a process model that can be generative for theory. We included articles published between 2002 (first mindset intervention) through the end of 2020 that reported an effect for a growth mindset intervention, used a randomized design, and featured at least one of the qualifying outcomes. Our search yielded 53 independent samples testing distinct interventions. We reported cumulative effect sizes for multiple outcomes (i.e., mindsets, motivation, behavior, end results), with a focus on three primary end results (i.e., improved academic achievement, mental health, or social functioning). Multilevel metaregression analyses with targeted subsamples and high fidelity for academic achievement yielded, d = 0.14, 95% CI [.06, .22]; for mental health, d = 0.32, 95% CI [.10, .54]. Results highlighted the extensive variation in effects to be expected from future interventions. Namely, 95% prediction intervals for focal effects ranged from −0.08 to 0.35 for academic achievement and from 0.07 to 0.57 for mental health. The literature is too nascent for moderators for social functioning, but average effects are d = 0.36, 95% CI [.03, .68], 95% PI [−.50, 1.22]. We conclude with a discussion of heterogeneity and the limitations of meta-analyses.

Mindsets and adolescent mental health

“…This effect was stronger for students who previously reported more of a fixed mindset. These findings were later confirmed in a comprehensive meta-analysis 11 .…”

“…Another caveat is that the effects of the interventions are heterogeneous 5,11 . For example, they depend critically on the opportunities (or affordances) in the environment for adolescents to put the intervention message into practice.…”

A systematic review of growth mindset intervention implementation strategies

“…The FIMI can aid in the extension of growth mindsets to new contexts such as mental health, where existing evidence is promising and expanding. For example, findings from a recent meta‐analysis (Burnette et al., in press) suggest that effects of mindset interventions on mental health when implemented with targeted subgroups and with high fidelity ( d = 0.32, 95% CI [0.10, 0.54]) are stronger than the effects for academic achievement ( d = 0.14, 95% CI [0.06, 0.22]). However, the number of studies for mental outcomes is limited and more work is needed.…”

“…We felt such a tool specific to growth mindset interventions was prudent as these are under scrutiny, and at the same time are being applied to new and important domains such as improving mental health. Additionally, considering the massive heterogeneity in both effect sizes and implementation practices in growth mindset interventions (see Burnette et al., in press), a tailored fidelity approach can enhance precision in reporting and thus provide more rapid progress in identifying ‘what works’.…”

Teacher Beliefs and Student Learning

“…A growth mindset has been well studied in relation to student academic success, and it has been shown to be important to student learning in several studies across different contexts (e.g., Claro et al, 2016;see Yeager & Dweck 2020 for a review). Interventions to improve growth mindset among students have been shown to be especially advantageous for lower performing students (Burnette et al, 2022). While teacher mindset is understudied in relation to student achievement, evidence points to the pivotal role of teachers' mindset beliefs via the importance of classroom culture and school context in sustaining and facilitating students' growth mindset Yeager et al, 2019).…”