In this study, interventions designed to increase students’ growth mind-sets—thereby increasing their academic achievement—have been implemented in schools around the world. In our first meta-analysis, we examined the strength of the relationship between mind-set and academic achievement and potential moderating factors. In our second meta-analysis, we examined the effectiveness of mind-set interventions on academic achievement and potential moderating factors. Overall effects were weak for both meta-analyses. However, some results supported specific tenets of the theory, namely, that students with low socioeconomic status or who are academically at risk might benefit from mind-set interventions.
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(40), 549-571. http://dx.doi.org/10.1177/0956797617739704