Reference
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549-571. https://doi.org/10.1177/0956797617739704
Review
In this article, the authors investigated the relationship between growth mindsets and academic achievement. The researchers conducted two meta-analyses to determine the strength of the relationship and the effectiveness of interventions designed to increase growth mindsets on academic achievement.
The first meta-analysis examined the correlation between mindsets and academic achievement, considering potential moderating factors. The second meta-analysis explored the effectiveness of growth mindset interventions on academic achievement, also taking potential moderating factors into account. The overall effects were found to be weak for both meta-analyses. However, the study did provide some support for the theory that students with low socioeconomic status or who are academically at risk could benefit from growth mindset interventions.
This research contributes to our understanding of the importance of growth mindsets in academic achievement. While the overall effects were weak, the findings suggest that targeted interventions for specific groups, such as students with low socioeconomic status or those academically at risk, may yield positive results. Future research should continue to explore the potential benefits of growth mindset interventions and identify additional factors that may influence their effectiveness.
