To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses

By Victoria F Sisk, Alexander P. Burgoyne, Jin Sun, Jennifer L. Butler, Brooke N. Macnamara. Psychology Science, 2018

813 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ee2e51b22572bb6f29021c8bbd12674137bcb6b2

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In Experimental and Cognitive Psychology

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Citations in the corpus

Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit* (2019, neutral): “Aronson, Fried and Good, 2002, Good, Aronson and Inzlicht, 2003, Blackwell, Trzesniewski and Dweck, 2007), a recent meta-analysis concludes that the overall effects of such interventions are estimated to be weak, and that growth mindset interventions may only benefit students of low socioeconomic st”
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT (2020, background): “In addition, two recent meta-analyses reported a positive relationship between growthmindset and achievement (Burnette et al., 2013; Sisk et al., 2018).”
Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status (2021, background): “Two-meta-analytic studies–the first involving 273 studies and 365,915 students and the second involving 43 studies and 57,155 students–-which focused on the relationship between mindset and achievement found that “overall effects were weak for both meta-analyses” (Sisk et al. 2018).”
Teacher mindset is associated with development of students' growth mindset (2021, background): “…relationships contravening mindset theory (Burgoyne et al., 2020) with classic studies failing to replicate (Li & Bates, 2019) and indicating that mindset effects may not hold for all students (i.e., those not in a low SES context or not at-risk for low academic achievement; Sisk et al., 2018).”
A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-Efficacy and Career Development (2020, background): “…work calling into question the potential for growth mindset interventions to impact GROWTH MINDSET INTERVENTION 26 academic performance-related outcomes (e.g., grades; Sisk et al., 2018), in the current work we had a ceiling effect for grades and lack of variability (i.e., M= 92.57; SD = 7.42).”
What Can Be Learned from Growth Mindset Controversies? (2020, background): “Meta-analyses have shown overall significant associations in the direction expected by the theory, but the effects have been heterogeneous and thus call for a greater understanding of where these associations are likely and where they may be less likely (Burnette et al., 2013; Sisk et al., 2018).”
Stress and wellbeing in urban college students in the U.S. during the COVID-19 pandemic: Can grit and gratitude help? (2020, background): “Though a recent meta-analysis concluded that the overall effects of such interventions are weak and may only benefit low SES students who are low-achieving or academically at risk (Sisk et al., 2018), one factor that appears to help is having trained teachers deliver such interventions themselves.”