Growth mindset tempers the effects of poverty on academic achievement

By Susana Claro, Dave Paunesku, Carol S. Dweck. Proceedings of the National Academy of Sciences of the United States of America, 2016

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Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status (2021, background): “Some studies have found support for the role of mindsets (Blackwell et al. 2007; Claro et al. 2016) but others found weak or null effects on achievement (e.”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “Growth mindset refers to an individual’s belief that ability is malleable and can be increased through efforts (Claro et al., 2016).”
What Can Be Learned from Growth Mindset Controversies? (2020, methodology): “Mindsets were correlated with achievement test scores at r = .34, and correlations were larger among students with greater risk of low performance (those facing socioeconomic disadvantages; Claro et al., 2016).”
To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses (2018, positive): “Additionally, we examined socio-economic status (SES) because some research (e.g., Claro, Paunesku, & Dweck, 2016) has suggested that holding a growth mind-set is especially beneficial for low-SES students’ academic success.”