How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement

Abstract

Empirical research on mindset has indicated that mindset can predict numerous individual achievement, including academic, cognitive, motivational, affective and even socioeconomic, through mediation of social-cognitive approaches. The purpose of this paper is to compile and synthesize articles published from 1998 to 2017 on the relationship between mindset and academic achievement and explore the role of mindset in academic achievement. The studies indicate that students' mindsets play several roles of cause and mediator in academic achievement. Mindset can also be an outcome of students' academic achievement. Furthermore, in some studies, the relationship between mindset and achievement is non-correlational. Meanwhile, teachers' mindsets play the role of cause or mediator in students' academic achievement, but no role of outcome. Limitations and recommendations for future studies are discussed.

The relationship between implicit theories of intelligence, attainment and socio‐demographic factors in a UK sample of primary school children

“…In line with the work of Dweck and colleagues (e.g. Dweck, ; Blackwell et al ., ; Romero et al ., ; Claro et al ., ; Zhang et al ., ), holding an entity theory of intelligence was found to be negatively related to the academic attainment of Year 5 pupils in the UK. To our knowledge, this is the first large‐scale investigation to provide evidence that the relationship between IToI and educational success are also relevant to UK populations.…”

“…Research emerging from the USA suggests that holding an incremental theory of intelligence has a positive impact on academic success (e.g. Aronson et al ., ; Good et al ., ; Blackwell et al ., ; Romero et al ., ; Claro et al ., ; Dweck, ; Costa & Faria, ; for a recent literature review, see Zhang et al ., ). This relationship between academic success and implicit theories of intelligence (IToI) is thought to be driven by the resulting frameworks created by the two different beliefs, which in turn influence individuals’ responses, values and approaches to learning (Dweck, ).…”

Mindsets and Failures: Neural Differences in Reactions to Mistakes among Second-Grade Finnish Girls

“…This study focused on mindsets about emotion regulation and not about intelligence. Still, results from that study and other previous raise questions about the cultural dependency and context of mindsets and their relations and, thus, point to the need for research on mindsets also in different cultural contexts [7,20,21]. This discussion illustrates the importance of investigating mindsets and their neural mechanisms also in different cultural contexts.…”

“…In addition to this, the results of this pilot study might differ from the previous ones due to a different cultural context. As mentioned in the first part of this chapter, there are studies that refer to possible culture-and context-dependency of mindsets [7,[19][20][21]. Thus, it would be important to study mindsets in different cultural contexts and also conduct comparative studies investigating mindsets, their functioning, and relations to neural mechanisms.…”

Stress and Students Mindset

“…Building up beliefs is a way or the key to success (Gbollie & Keamu, 2017). If we consider the influence of mindset, it is possible to create a brighter future (Buchanan & Kern, 2018); affects academic achievement (Zhang, Kuusisto, & Tirri, 2017). But other study shows that mindset does not have an impact on students' academic achievement (Bazelais, Lemay, Doleck, Hu, Vu, & Yao, 2018).…”