SAGE Journals

Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work

Posted on 2021-12-28 - 13:28

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.


Select your citation style and then place your mouse over the citation text to select it.



Usage metrics

Psychological Science


David S. Yeager
Jamie M. Carroll
Jenny Buontempo
Andrei Cimpian
Spencer Woody
Robert Crosnoe
Chandra Muller
Jared Murray
Pratik Mhatre
Nicole Kersting
Christopher Hulleman
Molly Kudym
Mary Murphy
Angela Lee Duckworth
Gregory M. Walton
Carol S. Dweck
need help?