Abstract
ABSTRACT Growth mindset interventions, initially based on evidence from experimental studies, are widely used in schools internationally. This systematic literature review focuses on the use of growth mindset in primary schools, whether as a bespoke intervention or as an embedded cultural practice, to examine how the approach is operationalised. Six data bases were searched between August 2018 and February 2019, resulting in 131 papers, ten of which were included for methodological quality and appropriateness of focus. Findings indicate that research in this area is generally small scale and a mixture of process and outcome evaluations of whole school and targeted interventions. This review found that growth mindset has been applied across a range of subject areas and as a whole school and classroom intervention. More rigorous implementation and outcome studies are needed in this emerging field. Implications for educational psychology and school practice are discussed.
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