Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status

King, Ronnel B.; Trinidad, Jose Eos

doi:10.1007/s11218-021-09616-z

Cited by 51 publications

(48 citation statements)

References 42 publications

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“…Further, we were able to tentatively support the postulated positive link between growth mindset and self-regulation and goal regulation. Our findings could not, however, support Dweck's-recently disputed (see e.g., King & Trinidad, 2021;Sisk et al, 2018)-assumption of a positive link between growth mindset and academic achievement. Instead, our results even suggest a slight tendency toward an inverse association between the two variables.…”

Section: Discussioncontrasting

confidence: 99%

“…Although Dweck's mindset theory postulates a link between growth mindset and academic achievement, this link was not replicated in several recent studies (see meta-analyses by Sisk et al, 2018). Moreover, socioeconomic differences in growth mindset are highly debated (see Destin et al, 2019;King & Trinidad, 2021). However, theoretical assumptions and empirical findings are in agreement that growth mindset is unrelated to sex and age, as well as to personal characteristics such as optimism, self-esteem, and intelligence (e.g., Dweck, 1999).…”

Section: Associations With External Criteriamentioning

confidence: 99%

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Measuring Growth Mindset: A Validation of a Three-item Scale and a Single-item Scale in Youth and Adults

Rammstedt¹,

Grüning²,

Lechner³

2021

Preprint

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A growth mindset is the belief that personal characteristics, specifically intellectual ability, are malleable and can be developed by investing time and effort. In recent decades, numerous studies have investigated the associations between growth mindset and academic achievement, and large intervention programs have been established to train adolescents to develop a stronger growth mindset. However, methodological research on the adequacy of the measures used to assess growth mindset is scarce. In our study, we conducted one of the first comprehensive assessments of the psychometric properties (especially structural and external validity, reliability, and measurement invariance across age groups) of Dweck’s widely used three-item Growth Mindset Scale in two samples: adolescents (age 14–19 years) and adults (age 20–64 years). Furthermore, we identified and validated a single-item measure to assess growth mindset in research settings with severe time constraints. Our results show that both the short (three-item) and ultra-short (single-item) scales have acceptable psychometric properties. However, associations with sociodemographic characteristics, personality characteristics, and achievement outcomes were generally small in the present samples. Further, we empirically demonstrated the comparability (i.e., measurement invariance) of the scales across adolescents and adults. Our findings can serve as a benchmark for future studies on growth mindset.

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Section: Discussioncontrasting

confidence: 99%

Section: Associations With External Criteriamentioning

confidence: 99%

Measuring Growth Mindset: A Validation of a Three-item Scale and a Single-item Scale in Youth and Adults

Rammstedt¹,

Grüning²,

Lechner³

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Our results confirm affluence relates to attitude, specifically grit in our analysis, which in turn is strongly directly related to conscientiousness and growth mindset. It is important to note that measures of grit and growth mindset are not unbiased with regard to SES, and that growth mindset's supposed relationship to educational achievement only holds in students (here about 15-16 years) from higher-SES families (King & Trinidad, 2021).…”

Section: Discussionmentioning

confidence: 99%

Direct and indirect links between children’s socio-economic status and education: pathways via mental health, attitude, and cognition

et al. 2021

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A child’s socio-economic environment can profoundly affect their development. While existing literature focusses on simplified metrics and pair-wise relations between few variables, we aimed to capture complex interrelationships between several relevant domains using a broad assessment of 519 children aged 7–9 years. Our analyses comprised three multivariate techniques that complimented each other, and worked at different levels of granularity. First, an exploratory factor analysis (principal component analysis followed by varimax rotation) revealed that our sample varied along continuous dimensions of cognition, attitude and mental health (from parallel analysis); with potentially emerging dimensions speed and socio-economic status (passed Kaiser’s criterion). Second, k-means cluster analysis showed that children did not group into discrete phenotypes. Third, a network analysis on the basis of bootstrapped partial correlations (confirmed by both cross-validated LASSO and multiple comparisons correction of binarised connection probabilities) uncovered how our developmental measures interconnected: educational outcomes (reading and maths fluency) were directly related to cognition (short-term memory, number sense, processing speed, inhibition). By contrast, mental health (anxiety and depression symptoms) and attitudes (conscientiousness, grit, growth mindset) showed indirect relationships with educational outcomes via cognition. Finally, socio-economic factors (neighbourhood deprivation, family affluence) related directly to educational outcomes, cognition, mental health, and even grit. In sum, cognition is a central cog through which mental health and attitude relate to educational outcomes. However, through direct relations with all components of developmental outcomes, socio-economic status acts as a great ‘unequaliser’.

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“…Previous research has established SES as a robust predictor of students' academic achievement (Reardon et al, 2011;Berkowitz et al, 2017). Even though early empirical works focusing on mindset omitted the role of SES in relation to mindset and students' achievement, several more recent studies have examined whether the relation between mindset and achievement are separable from the effects of SES and whether mindset interacts with SES to predict achievement in older students (Claro et al, 2016;Yeager et al, 2016;Destin et al, 2019;King and Trinidad, 2021). Although correlational studies found SES was a more powerful predictor of student achievement than mindset, three studies (Claro et al, 2016;Destin et al, 2019;Hwang et al, 2019) also found that growth mindset was associated with higher achievement above and beyond the effects of SES.…”

Section: Introductionmentioning

confidence: 99%

“…The moderating role of mindset on the relation between SES and achievement, however, is much less clear. Two studies found no interaction between the two (Destin et al, 2019;Hwang et al, 2019), two found that growth mindset ameliorated the negative effects of low SES on achievement (Yeager et al, 2016;Claro et al, 2019), and another study found the opposite, that growth mindset was associated with higher achievement only among wealthy students (King and Trinidad, 2021). The complex way in which students' mindsets interact with their SES in predicting achievement remains unclear.…”

Section: Introductionmentioning

confidence: 99%

The Association Between Parents’ Growth Mindset and Children’s Persistence and Academic Skills

2022

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Parents’ educational beliefs are thought to guide children’s early development in school. The present study explored the association between parent’s growth mindset and elementary school-aged children’s self-reported persistence, as well as teacher-reported reading and math skills in 102 dyads. Findings showed that children self-reported greater persistence when their parents held more growth mindset. Teachers also rated students as more capable readers when their parents endorsed a growth, rather than fixed, mindset. Additional analysis indicated that although the effect of parents’ growth mindset on children’s reading skills became non-significant once SES was controlled, the positive association between parents’ mindset and children’s persistence was unaffected by SES. Our study provides evidence about the intergenerational association of motivational tendencies at an early age, even when children may not be able to develop a coherent system of motivational beliefs of their own.

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Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status

Cited by 51 publications

References 42 publications

Measuring Growth Mindset: A Validation of a Three-item Scale and a Single-item Scale in Youth and Adults

Measuring Growth Mindset: A Validation of a Three-item Scale and a Single-item Scale in Youth and Adults

Direct and indirect links between children’s socio-economic status and education: pathways via mental health, attitude, and cognition

The Association Between Parents’ Growth Mindset and Children’s Persistence and Academic Skills

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