Growth Mindset Intervention Research Articles

Factors underpinning the adoption of a school-based growth mindset intervention: a qualitative study

ABSTRACT This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered.

Impacts of the Mindset Teams Programme on Teacher Outcomes and Pupil Educational Attainment: Secondary Data Analysis

We evaluated the impact of a growth mindset intervention on pre-specified teacher outcomes and pupil academic attainment and attendance. Delivered over 12 months, the Mindset Teams intervention provides teachers with formal and self-directed online learning, and an opportunity to implement evidence-based growth mindset practice in the classroom setting. The intervention aims to influence teacher practices to improve pupil resilience for learning and bring about positive impacts on pupil attainment and health outcomes. Impacts on teachers were explored through pre- and post-intervention survey data (570 and 301 respectively). Pupil attainment and attendance data from 1220 schools, 72 of which received the intervention, across years 2017–2021 (minus 2020), were analyzed using weighted mixed effects models, using a Difference-in-differences framework. Bayes factors were calculated as a measure of strength of evidence. Results suggest positive impacts of the intervention on teacher outcomes and indicate a moderate effect (+3% (95%CI +1%, +6%)) of programme delivery on writing attainment, but no evidence of effect for other outcomes. Findings highlight important issues for further research, specifically the need to explore programme impacts using pupil or classroom level data.

Measurement Invariance Testing Works.

Psychometricians have argued that measurement invariance (MI) testing is needed to know if the same psychological constructs are measured in different groups. Data from five experiments allowed that position to be tested. In the first, participants answered questionnaires on belief in free will and either the meaning of life or the meaning of a nonsense concept called "gavagai." Since the meaning of life and the meaning of gavagai conceptually differ, MI should have been violated when groups were treated like their measurements were identical. MI was severely violated, indicating the questionnaires were interpreted differently. In the second and third experiments, participants were randomized to watch treatment videos explaining figural matrices rules or task-irrelevant control videos. Participants then took intelligence and figural matrices tests. The intervention worked and the experimental group had an additional influence on figural matrix performance in the form of knowing matrix rules, so their performance on the matrices tests violated MI and was anomalously high for their intelligence levels. In both experiments, MI was severely violated. In the fourth and fifth experiments, individuals were exposed to growth mindset interventions that a twin study revealed changed the amount of genetic variance in the target mindset measure without affecting other variables. When comparing treatment and control groups, MI was attainable before but not after treatment. Moreover, the control group showed longitudinal invariance, but the same was untrue for the treatment group. MI testing is likely able to show if the same things are measured in different groups.

Effects of a Parent-Child Single-Session Growth Mindset Intervention on Adolescent Depression and Anxiety Symptoms: Protocol of a 3-Arm Waitlist Randomized Controlled Trial.

Depression and anxiety are common mental health problems among adolescents worldwide. Extant research has found that intelligence, emotion, and failure-is-debilitating beliefs (fixed mindsets) are closely related to more depression and anxiety symptoms, hopelessness, and suicidality. Recent research also points to the importance of parental mindset, which can strongly influence children's affect, behavior, and mental health. However, the effects of parent-child mindset interventions on a child's internalizing problems have not yet been empirically examined. As recent evidence has shown the promise of single-session interventions in reducing and preventing youth internalizing problems, this study develops and examines a parent and child single-session intervention on mindsets of intelligence, failure, and emotion (PC-SMILE) to tackle depression and anxiety in young people. Using a 3-arm randomized controlled trial, this study will examine the effectiveness of PC-SMILE in reducing depression and anxiety symptoms among children. We hypothesize that compared to the waitlist control group, the PC-SMILE group and child single-session intervention on mindsets of intelligence, failure, and emotion (C-SMILE) group will significantly improve child depression and anxiety (primary outcome) and significantly improve secondary outcomes, including children's academic self-efficacy, hopelessness, psychological well-being, and parent-child interactions and relationships, and the PC-SMILE is more effective than the C-SMILE. A total of 549 parent-child dyads will be recruited from 8 secondary schools and randomly assigned to either the PC-SMILE intervention group, the C-SMILE intervention group, or the no-intervention waitlist control group. The 45-minute interventions include parent-version and child-version. Both parents and students in the PC-SMILE group receive the intervention. Students in C-SMILE group receive intervention and their parents will receive intervention after all follow-up ends. Students in 3 groups will be assessed at 3 time points, baseline before intervention, 2 weeks post intervention, and 3 months post intervention, and parents will be assessed in baseline and 3-month follow-up. The intention-to-treat principle and linear-regression-based maximum likelihood multilevel models will be used for data analysis. Recruitment started in September 2023. The first cohort of data collection is expected to begin in May 2024 and the second cohort will begin in September 2024. The final wave of data is expected to be collected by the end of the first quarter of 2025. The results are expected to demonstrate improved anxiety and depression among students assigned to the intervention condition, as well as the secondary outcomes compared to those in the control group. The efficacy and effectiveness of the intervention will be discussed. This study is the first attempt to develop a web-based single-session intervention for students and their parents to enhance their well-being in Hong Kong and beyond, which potentially contributes to providing evidence-based recommendations for the implementation of brief digital parent-child interventions. PRR1-10.2196/63220.

A small shift, a major leap: Changing gender-role attitudes among adolescents across two ethnic groups.

The current study examined a growth mindset intervention designed to promote egalitarian gender role attitudes among adolescents during a pivotal stage of their development, as these attitudes may have important implications for their identity development, well-being, and future life decisions. A sample of 181 eighth-grade students (61% female, Mage = 13.14, SD = 0.42) from six Israeli schools participated in the study. The sample consisted of 49% Jewish and 51% Arab adolescents, including both Muslims and Christians. Adolescents engaged in a two-session intervention that included videos and reflective writing tasks. Pre-and postintervention, they completed self-administered questionnaires assessing their gender-role mindsets, attitudes toward women, and sexism. The data collection and intervention process took place from late 2021 to early 2023. After the intervention, there was an increase in growth mindsets and egalitarian attitudes towards women among adolescents, and a reduction in benevolent sexism and fixed gender-role mindsets. Hostile sexism, however, remained unchanged. No significant sex or ethnic differences were found in the effectiveness of the intervention. Gender-role mindsets mediated the association between the intervention and egalitarian attitudes, but not the association between the intervention and benevolent sexism. The findings demonstrate the potential of brief and targeted growth mindset interventions in promoting favorable changes adolescents' attitudes towards gender roles. According to this study, despite prolonged gender-role socialization, adolescents from diverse ethnic backgrounds can move towards more egalitarian attitudes and flexibility in gender roles through a rather targeted process. This finding is promising especially in adolescence, when stereotypes are often intensified.

Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach

The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era.

Results from a Pilot Randomized Controlled Trial of a Single-Session Growth-Mindset Intervention for Internalizing Symptoms in Autistic Youth.

Autistic youth experience elevated rates of co-occurring internalizing symptoms. Interventions to treat internalizing symptoms in autistic youth are almost uniformly costly and time-intensive, blunting dissemination of intervention and highlighting the need for scalable solutions. One promising option is a relatively new class of evidence-based treatments, single-session interventions (SSIs), however, no study has examined SSIs for depression symptoms in autistic youth. Participants included 40 autistic adolescents ranging in age from 11 to 16 (Mage = 14.22, Nmale = 32). Eligible youth who agreed to participate were randomized to either the active intervention (Project Personality), or an active control designed to mimic supportive therapy. Participants and their caregiver completed questionnaires immediately before, after, and three months post intervention. All participants completed the intervention independently and largely reported enjoying it. The intervention was delivered with 100% fidelity. Findings demonstrated improvements in perceived primary control, malleability of personality, and social competence relative to the active control group immediately post-intervention. Further, results revealed improvements in self-reported depression symptoms and parent reported emotional regulation at 3-month follow up. This study was the first to assess a GM-SSI designed to treat depression symptoms in autistic adolescents. Results indicated improvements in perceived control immediately post-intervention and downstream improvements in depression. Nonetheless, we did not find improvements in symptoms of anxiety, suggesting that autistic adolescents may require modifications to the intervention to maximize benefit. Findings demonstrate the utility of GM-SSI for internalizing symptoms for autistic youth and hold considerable promise as a low-intensity and scalable intervention.

An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge

The ubiquity of formal education in modern nations is often accompanied by an assumption that students’ motivation for learning is innate and self-sustaining. The latter is true for most children in domains (e.g., language) that are universal and have a deep evolutionary history, but this does not extend to learning in evolutionarily novel domains (e.g., mathematics). Learning in evolutionarily novel domains requires more cognitive effort and thus is less motivating. The current study tested the associated hypothesis that learning will feel easier and more motivating for evolutionarily relevant (e.g., “mother,” “food”) than evolutionarily novel (e.g., “computer,” “gravity”) word pairs and that a growth mindset emphasizing the importance of effort in learning might moderate this effect. Specifically, 144 adults were presented with 32 word pairs (half evolutionarily relevant and half evolutionarily novel) and were randomly assigned to a growth mindset or a control condition. Evolutionarily relevant words were better remembered than evolutionarily novel words (d = 0.65), and the learning was reported as more enjoyable (d = 0.49), more interesting (d = 0.38), as well as less difficult (d = − 0.96) and effortful (d = − 0.78). Although the growth mindset intervention fostered a mindset belief, compared to the control condition, it did not lead to improved recall performance or changes in motivational beliefs. These results are consistent with the prediction of higher motivation and better learning of evolutionarily relevant words and concepts than for evolutionarily novel words and concepts. Implications for future research and educational practice are discussed.

Grit, resilience and growth-mindset interventions in health professional students: A systematic review and meta-analysis.

Grit, resilience and a growth-mindset influence students' ability to positively adapt to the challenges of health professional training. However, it is unclear if interventions can improve these traits. This systematic review aimed to explore if interventions can improve these traits in health professional students (primary) and their impact on academic and/or wellbeing outcomes (secondary). A comprehensive search of CINAHL, MEDLINE, Eric and Embase was conducted from inception until 15 March 2023. Randomised or non-randomised controlled trials and single-group intervention studies that aimed to improve health professional students' resilience, grit and/or growth-mindset were eligible for inclusion. Two reviewers independently screened studies for inclusion and evaluated quality using the Mixed Methods Appraisal Tool. Post-intervention data from randomised and non-randomised control trials were pooled using a random-effects model to calculate standardised mean differences (SMD) and 95% confidence intervals (CIs). Resilience interventions improved resilience by a moderate amount in 13 studies with 990 participants (pooled SMD 0.74, 95%CI 0.03 to 1.46) and a large amount when interventions were greater than one session duration in 10 trials with 740 participants (pooled SMD 0.97, 95%CI 0.08 to 1.85). Grit and growth-mindset interventions improved grit (pooled SMD 0.48, 95%CI -0.05 to 1.00, n = 2) and growth-mindset (pooled SMD 0.25, 95%CI -0.18 to 0.68, n = 2) by a small amount. Resilience interventions decreased perceived stress by a small amount (pooled SMD -0.38, 95%CI -0.62 to -0.14, n = 5). Resilience interventions improve resilience and decrease perceived stress in health professional students. Preliminary evidence suggests grit and growth-mindset interventions may also benefit health professional students. Interventions may be most effective when they are longer than one session and targeted to students with low baseline levels of resilience and grit.

The Impact of Growth Mindset Interventions on Students’ Motivation, Resilience, and Academic Achievement

This study focuses on the impact of growth mindset interventions on students’ motivation, resilience and academic achievement. The specific objectives of the study entail: to assess the impacts of growth mindset interventions on student motivation, resilience, and academic performance in educational settings, to examine the practical strategies employed by educators to implement growth mindset interventions effectively and to identify potential challenges and limitations of growth mindset interventions in fostering a growth mindset culture in schools. The study employed qualitative research approach and used documentary review to collect data of the study. The findings of the study on the impact of growth mindset interventions on students’ motivation, resilience and academic achievement revealed that growth mindset interventions have demonstrated significant positive impacts on students' motivation in educational settings, evidence from various studies demonstrates that growth mindset interventions have a positive impact on students' resilience in educational settings and lastly various recent research studies conducted provide evidence of the positive impact of growth mindset interventions on students' academic achievement, motivation, engagement, resilience, and persistence. The findings of the study on the practical strategies employed by educators to implement growth mindset interventions effectively entail: provision of explicit instruction, fostering a supportive classroom culture, teaching effective learning strategies, provision of feedback that promotes growth mindset, encouragement of reflection and metacognition, modelling a growth mindset and leverage of technology and digital resources: The findings of the study on the potential challenges and limitations of growth mindset interventions in fostering a growth mindset culture in schools include: limited sustainability, individual differences, low teacher training, contextual factors and overgeneralization. The study recommends that Schools and educational institutions should actively incorporate growth mindset interventions into their curriculum and teaching strategies, encouraged to set realistic and achievable goals and regularly reflect on their progress, provide professional development opportunities and training programs for educators to enhance their understanding of growth mindset principles and strategies and should create an environment that promotes positivity, encouragement, and a sense of belonging.

Brief Mindset Intervention Changes Attitudes but Does Not Improve Working Memory Capacity or Standardized Test Performance

There has been extensive research conducted on mindset and grit, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective—if we still do not have a good understanding of how mindset works, then more research is needed. We implemented a mindset intervention with undergraduate women to improve cognitive performance measures relevant to academic performance—working memory capacity and standardized test performance in math. To better understand how mindset interventions work, we also examined self-report measures (e.g., pertaining to academic attitudes and belonging) as well as post-intervention behavior. We expected the growth mindset intervention to significantly improve cognitive performance and to cause more positive academic attitudes and attitudinal change. The mindset intervention did change students’ beliefs about ability and also caused students to report higher grit overall (no condition difference), and to feel less belonging in terms of connection to their university—which was not in line with our hypotheses. We also found that the growth mindset intervention had no significant effects on improving WMC or standardized test performance. We discuss the implications of these findings and make suggestions for future work in this area.

Strategies for developing secretarial growth mindset

The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict secretary outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can the employer successfully instill a growth mindset in secretaries? After exploring the important lessons learned from these questions, the article concludes that large scale studies, including pre registered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in growth mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where growth mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of mindset research can build on these advances, for example, to begin to understand and perhaps change the contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich meta scientific perspectives on replication and generalization.

Growth Mindset In Physics: Students’ Beliefs About Learning Physics in Middle School And How To Foster A Subject Specific Growth Mindset

Students hold different beliefs about the nature of intelligence. While some believe in intelligence as a fixed trait (fixed mindset), others believe in a more malleable nature of intelligence that can be actively developed (growth mindset). These often unconsciously held beliefs can influence students’ engagement in learning and (therefore) their academic performance. Especially when facing difficulties and/or overcoming setbacks, a growth mindset is more supportive for students’ engagement. Students with a growth mindset focus on the learning process, while students holding fixed beliefs feel like they won’t ever be able to master the difficult tasks and tend to give up more often. While most of the mindset research targets students’ general academic mindset, we focus on their physics specific beliefs. Physics is described as ‘challenging’ and ‘difficult’ and in Germany, most students choose to drop physics as soon as possible. We designed and evaluated a physics specific mindset questionnaire, asking students not only about their beliefs about intelligence, but also about their beliefs about learning physics and a (potential) giftedness in physics. The results of this survey show: students’ physics specific mindsets change over time, without targeted interventions. While in the beginning of physics classes in middle school a majority of students hold a growth mindset in physics, this percentage decreases drastically during the years of learning physics. Aiming to support a growth mindset in physics, we designed a subject-specific intervention based on the domain-general growth mindset interventions, that we tested in a pilot study with 26 students.

From safety net to trampoline: elevating learning with growth mindset in healthcare simulation

The Implicit Theory of Mindset proposes two different mindsets that sit at opposite ends of a spectrum: a fixed mindset versus a growth mindset. With a fixed mindset, an individual believes they are born with a certain amount of an attribute, and so their potential is both pre-determined and static. With a growth mindset, an individual believes their attributes are malleable and can strengthen over time with repeated effort, adaptable learning strategies, and challenge seeking. Adoption of a growth mindset is associated with improved academic success, more effective learning strategies, increased resilience in the face of adversity, and better mental wellbeing.The theoretical underpinning of psychological safety resonates with the Implicit Theory of Mindset as it infers that a significant number of simulation participants have a fixed mindset and are therefore more likely to be fearful of making an error. The simulation community agree that participants need to feel comfortable making errors for simulation to be successful. The key word here is comfortable. Participants feeling comfortable to make errors just scratches the surface of adopting a growth mindset. With a growth mindset, participants see errors as a positive in the simulation experience, an inevitability of the learning process, evidence that they are adequately challenging themselves to improve.Encouraging adoption of a growth mindset in participants is a powerful addition to the establishment of psychological safety because a growth mindset will re-frame participants’ experiences of social comparison from negative to positive and optimize information processing. We propose a novel idea: simulation educators should be explicit in the pre-brief about what a growth mindset is and its associated benefits to encourage its adoption during the simulation activity—a simulation growth mindset intervention. If this is not possible due to time constraints, an online module or article about growth mindset would be appropriate as pre-reading to encourage adoption of a growth mindset in participants. The message is not that a simulation growth mindset intervention should replace the focus on psychological safety but rather that it should be used synergistically to provide the highest quality simulation experience.

Single-session intervention on growth mindset on negative emotions for university student mental health (U-SIGMA): a protocol of two-armed randomized controlled trial

BackgroundThe university years are a developmentally crucial phase and a peak period for the onset of mental disorders. The beliefs about the changeability of negative emotion may play an important role in help-seeking. The brief digital growth mindset intervention is potentially scalable and acceptable to enhance adaptive coping and help-seeking for mental health needs in university students. We adapted the Single-session Intervention on Growth Mindset for adolescents (SIGMA) to be applied in university students (U-SIGMA). This protocol introduces a two-armed waitlist randomized controlled trial study to examine the effectiveness and acceptability of U-SIGMA in promoting help-seeking among university students in the Greater Bay Area.MethodsUniversity students (N = 250, ages 18–25) from universities in the Greater Bay Area will be randomized to either the brief digital growth mindset intervention group or the waitlist control group. Participants will report on the mindsets of negative emotions, perceived control over anxiety, attitude toward help-seeking, physical activity, hopelessness, psychological well-being, depression, anxiety, and perceived stress at baseline and the 2-week and 8-week follow-ups through web-based surveys. A 30-min digital intervention will be implemented in the intervention group, with a pre- and post-intervention survey collecting intervention feedback, while the control group will receive the link for intervention after 8 weeks.DiscussionThis protocol introduces the implementation plan of U-SIMGA in multi-cities of the Greater Bay Area. The findings are expected to help provide pioneer evidence for the effectiveness and acceptability of the brief digital intervention for university students in the Chinese context and beyond and contribute to the development of accessible and effective prevention and early intervention for university students’ mental health.Trial registrationHKU Clinical Trials Registry: HKUCTR-3012; Registered 14 April 2023. http://www.hkuctr.com/Study/Show/7a3ffbc0e03f4d1eac0525450fc5187e.

Changing Minds: An RCT of a Growth Mindset Intervention on Depressive Symptoms and Well-being in Adolescent Girls and Boys

Changing Minds: An RCT of a Growth Mindset Intervention on Depressive Symptoms and Well-being in Adolescent Girls and Boys

Helping students to face academic failures: Evaluation of a growth mindset intervention among primary school students in China.

Students commonly struggle with academic failure. Innovative interventions aimed at improving the essential components of academic success are therefore needed. The aim of this study was to test whether teaching a growth mindset of intelligence (the belief that intelligence is malleable and can be developed) could improve students' attitudes towards failure and academic outcomes. In particular, we explored whether students' perceived parental beliefs about failure influenced the effect of a growth mindset intervention. We tested the 8-session growth mindset intervention in a sample of 1766 Chinese primary school students (age M = 10.61; SD = .99). Measures of mindset of intelligence, failure belief, positive strategies, and academic achievement were completed at baseline (T1) and 3-month follow-up (T2). In comparison to the control group, students in the intervention group reported a stronger growth mindset of intelligence at 3-month follow-up, which in turn indirectly increased their positive failure belief and inclinations of positive strategies when facing failures. Moreover, these beneficial effects of the growth mindset intervention were sustained only when students perceived relatively more supportive parental beliefs about failure. Additionally, the growth mindset intervention to some extent protected students' academic achievement from a downward trajectory at follow-up. Collectively, the findings highlight the promising effects of a growth mindset intervention on students' academic-related outcomes.

A growth mindset intervention to improve mental health in adolescents during COVID‐19

AbstractCOVID‐19 poses a considerable threat to adolescent mental health. We investigated depression rates in teens from pre to post‐COVID. We also explored if leveraging a growth mindset intervention (“Healthy Minds”) could improve adolescent mental health outcomes during the pandemic, especially for adolescents experiencing the most distress. In Study 1, we recruited youth from schools in a rural southern community (N = 239) and used a pre‐post design. In Study 2, we recruited an online sample (N = 833) and used a longitudinal randomized control trial design to test the effectiveness of Healthy Minds. Across both studies, there is evidence of higher rates of depression in youth during COVID‐19, relative to pre‐pandemic numbers. In Study 1, the intervention effectively changed psychological and behavioral processes related to mental health, especially for adolescents experiencing greater COVID‐19 stress. However, in Study 2, the intervention failed to impact depression rates or symptoms at follow‐up.

Exploring growth mindset experiences in university students

Students that classify as having growth mindsets rather than fixed mindsets enjoy greater academic success. This finding has been repeated in a variety of contexts and encourages teachers and researchers to develop growth mindsets in students. However, neutral and negative conclusions from some mindset intervention studies raise questions about the conditions in which growth mindsets develop. This study contributes evidence and suggestions to guide the development and assessment of growth mindsets in university students. The five-stage behaviour change model provides a framework to explain why mindset interventions may cause shifts that are not detected in the short term. Mindset assessment methods with original and adapted scales are presented and critiqued. I compare literature-sourced experiences used in growth mindset interventions with interview data from seven first-year engineering students at a South African university to help determine if growth mindset interventions for university students are worth implementing. I summarise implications for practice when assessing mindsets or using growth mindset interventions.

Örtük Zekâ Teorisi: Gelişime Açık Zihin İnancı

There has been a long-standing debate among scientists as to whether intelligence is something innate, tangible, fixed, and relatively unchanging, or whether intelligence is not fixed and unchanging, but rather something that can be developed, dynamic, shaped, and strengthened with effort. Carol Dweck and her colleagues, who have focused their studies in this field, have developed the implicit theory of intelligence, which deals with this topic. According to the implicit theory of intelligence, which is based on people's beliefs about the nature of their intelligence, these beliefs are the perspectives on whether the intellectual abilities of individuals are fixed or whether they can be developed or not. Implicit theory of intelligence; expresses people's beliefs related to their intelligence as a structure consisting of two parts: the growth mindset and the fixed mindset. The implicit theory of intelligence see intelligence as ranging from either being stable, fixed, unchangeable, and innate (fixed mindset) or being improvable, dynamic, malleable, and could be changed by effort or hard work (growth mindset). This theory has been renamed as growth mindset in the recent period. Shortly, growth mindset interventions. Express that human abilities are not fixed and these abilities can be developed. However, as a result of a detailed search in the national literature, it has been determined that there is no study growth mindset. Therefore, in this study, it is aimed to introduce growt mindset, whose effectiveness has been tested by many studies and evidence-based, especially to young researchers working in the academic field and field workers in Türkiye.