Growth Mindset Research Articles

A Growth Mindset Scale for Young Children (GM-C): Development and validation among children from the United States and South Africa.

Beliefs about the malleability of intellectual ability-mindsets-shape achievement. Recent evidence suggests that even young children hold such mindsets; yet, no reliable and valid instruments exist for measuring individual differences in young children's mindsets. Given the potential relevance of mindsets to children's achievement-related behavior and learning, we developed and tested the psychometric properties of the Growth Mindset Scale for Children (GM-C). Among other psychometric properties, we assessed this instrument's (a) factor structure, (b) measurement invariance, (c) internal consistency, (d) temporal stability (test-retest reliability), (e) concurrent validity, and (f) cross-cultural robustness in samples of US children (Study 1; N = 220; ages 4 through 6; 50% girls; 39% White) and South African children (Study 2; predominantly grades 4 and 5; N = 331; 54% girls; 100% non-White). The GM-C scale exhibited four factors, representing beliefs about the instability of low ability, the malleability of low ability, the instability of high ability, and the malleability of high ability. The GM-C scale also demonstrated invariance across age, acceptable internal consistency (αs between .70 to .90), and moderate temporal stability over approximately one month (rs between .38 to .72). Concurrent validity was supported by significant relations between children's scores on the subscales about low ability and their goal orientations (Studies 1 and 2), challenge-seeking behavior, and achievement in math and English (Study 2). These findings suggest that the GM-C scale is a promising tool for measuring mindsets in young children. We offer practical recommendations for using this new scale and discuss theoretical implications.

Cultivating emotional resilience in adolescent girls: Effects of a growth emotion mindset lesson.

To address the widespread mental health crisis facing adolescent girls, this study examined whether a growth emotion mindset lesson can enhance emotional competence. During 2018-2022, adolescent girls (Mage = 15.68 years; 66.3% White) were randomized to a growth mindset (E-MIND; N = 81) or brain education (control; N = 82) lesson, completed the Trier Social Stressor Test, and reported on various aspects of emotional competence. Compared with the control group, the E-MIND group reported more adaptive emotion mindsets, higher emotion regulation self-efficacy, and more proactive invivo and daily efforts to regulate emotions (effect sizes = small-to-medium to medium), with several differences remaining 4-month later. Findings provide novel insight into one promising approach for cultivating emotional resilience among adolescent girls.

Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study

Abstract This mixed-methods study explores the interconnected influence of growth mindset, mindfulness, and second language (L2) self-efficacy on language achievement in intermediate English as a foreign language (EFL) learners. Quantitative data (n = 411) analyzed through Structural Equation Modeling (SEM) and qualitative insights from semi-structured interviews (n = 19) reveal significant positive associations between all three factors and L2 achievement. SEM further clarifies the direct and indirect pathways through which these psychological elements impact learning outcomes. Qualitative findings enrich this understanding by showcasing learners’ lived experiences and the transformative power of these variables in fostering a supportive learning environment. Collectively, the results emphasize the importance of integrating growth-oriented beliefs, nurturing self-efficacy, and employing mindfulness practices in language education to optimize learning. This research offers notable insights for second language acquisition and educational psychology, informing educators, policymakers, and practitioners about effective strategies for promoting successful language learning journeys.

From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement

From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (n = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth mindset positively, albeit weakly, predicted subsequent L2 achievement (r = .17). Further, autonomous motivation and engagement sequentially mediated the link between growth mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.

A qualitative study of what motivates, facilitates, and hinders climate-engaged healthcare trainees to advance healthcare sustainability

IntroductionThere is a critical need for low-carbon, environmentally-sustainable health systems in the climate crisis. Healthcare trainees can play a vital role in this process, and we have aimed to explore how they can be motivated and supported by faculties of medicine and health systems to pursue this ambition by conducting an exploratory, qualitative descriptive study of Canadian healthcare trainees engaged in healthcare sustainability initiatives. Materials and MethodsTranscripts from individual in-depth interviews were analyzed to identify themes related to the actions that healthcare trainees can take to promote sustainable healthcare, as well as the motivators, barriers and facilitators of healthcare trainee engagement in sustainable healthcare. ResultsParticipants (N=17) engaged in a spectrum of healthcare sustainability initiatives, including education, quality improvement and advocacy. They were motivated to advance healthcare sustainability through positive role models, the health impacts of climate change, observation of unsustainable healthcare practices, and a sense of social responsibility. Participants articulated that supportive networks, access to resources and funding, and having a growth mindset were facilitators to their engagement, while the lack of institutional prioritization of healthcare sustainability, limitations of the trainee role, challenges finding allies, and the perceived futility of their individual actions were characterized as barriers. DiscussionHealthcare trainees could support healthcare decarbonization efforts if they are adequately supported by their learning environments. The study's findings can guide educational innovations and health systems transformations to motivate and empower healthcare trainees to reduce the climate impact of healthcare throughout their careers.

Enhancing Science Affinities of Ethnic Minority High School Students Through Online Interactions with Cultural Role-Models of Scientists and Engineers During the COVID-19 Pandemic: A Case Study

This case study aims to investigate the effectiveness of an online science enhancement program in retaining ethnic minority students in science by providing them with opportunities to interact with cultural role-models of scientists and engineers during the COVID-19 pandemic. The study draws on foundational theories of identity formation and attitudes towards science, as well as research on growth mindsets, to increase students’ participation in science and assess the program’s effects, while also collecting data to develop a new theory. The findings indicate that the online enhancement program successfully facilitated the formation of science identities among the 12 ethnic minority high school students, enhanced their interest in science, and fostered positive attitudes towards science during the pandemic. Moreover, the online interactions with cultural role-models of scientists and engineers supported the students’ science learning and reinforced their science identity. This study also provides guidelines for future research on designing online enrichment programs to enhance ethnic minority students’ science affinities.

Grit, academic resilience, and mindset of nursing students: A cross-sectional study

BackgroundNursing students engage with the complex health system for competence development. These students are exposed to nerve-wrecking experience in addition to their everyday personal and social challenges. Non-cognitive attributes, namely grit, resilience and mindset can influence students’ ability to overcome complexities as they become nurses resulting in academic success and well-being. Insights into the state of non-cognitive attributes among undergraduate nursing students are essential in developing tailor-made educational programmes to enhance their grit, resilience, and mindset. ObjectivesTo describe the undergraduate nursing students’ grit, academic resilience, and mindset at a university in South Africa DesignA quantitative descriptive cross-sectional design. SettingA School of Nursing at a public multi-campus university in South Africa. ParticipantsAll students (N = 315) registered for the undergraduate nursing programme were invited to participate, and 70 % (N = 221) chose to participate. MethodsData were collected using self-administered questionnaires that included a 7-item demographic survey, the 30-item Academic Resilience Scale (ARS-30) that measures affective, cognitive, and behavioural responses in an educational context, the 16-item Dweck Mindset Scale (DMI) that measures a personal belief about whether intelligence and talent are fixed or amenable to change, and the 8-item Grit-S scale measuring passion for long term goals and perseverance. The collected quantitative data were analysed statistically through the Statistical Analysis Software Version 9.4 computer programme. FindingsThe findings revealed that the participants have normal grit and a growth mindset, but low academic resilience. ConclusionsTailor-made educational programmes that target non-cognitive attributes must integrate interventions that are focused on enhancing academic resilience for undergraduate nursing students.

Strategies for Career Readiness in the Age of General Artificial Intelligence

Abstract: As artificial intelligence and automation continue to rapidly transform work and skills requirements, preparing both current and future workers for careers in this evolving landscape is imperative. This practitioner-focused research brief explores strategies for developing career readiness in the age of advancing technologies like general AI. Through a review of relevant literature on forecasting AI's labor market impacts and in-demand future skills, key competencies are identified that complement human strengths versus automatable tasks. These include social-emotional abilities, creative and analytical problem-solving, and digital/technical fluency. The brief then outlines evidence-based approaches for cultivating these skills throughout education and careers, such as embedding complementary skills training, investing in lifelong learning pathways, leveraging mentoring, and fostering a growth mindset. Practical organizational examples demonstrate how leading companies are proactively implementing such strategies. The brief concludes that a focus on essential human capabilities empowered by technology portends continued meaningful work and career prosperity.

Peer support in language learning: Mitigating anxiety, enhancing achievement, cultivating growth mindsets, and increasing enjoyment

Peer support in language learning: Mitigating anxiety, enhancing achievement, cultivating growth mindsets, and increasing enjoyment

Teacher goal setting for personalized learning software: associations with perceptions of the value of software and growth mindsets

Although student use of personalized learning software has been linked to higher test scores and more positive achievement-related attitudes, much remains to be learned about best practices for creating strong technology-enabled learning environments. The current study examines associations between the goals teachers set for their students’ use of math personalized learning software and both teacher and student attitudes. Teachers reported setting mastery-based goals for software use less frequently than time-based goals. However, mastery-based goal setting was more strongly associated with positive teacher perceptions of the value of math software and with students’ endorsement of growth mindsets. Associations between goal setting and outcomes were especially strong among teachers who reported providing lower levels of support to students as they used software.

대학생의 정서지능이 대학생활적응에 미치는 영향: 성장 마인드셋과 그릿의 병렬이중 매개효과를 중심으로

Objective: This study examined the parallel dual mediating effects of growth mindset and grit on college students' emotional intelligence in adaptation to college life. Method: The subjects of the study were 219 students currently enrolled in university. A survey was conducted to measure emotional intelligence, college-life adaptation, growth mindset, and grit. Descriptive statistics, correlation analysis, and SPSS Process Macro Model 4 were employed to evaluate the collected data and verify the significance of the parallel double mediating effects. Results: First, emotional intelligence, growth mindset, and college-life adaptation demonstrated positive correlations; emotional intelligence, grit, and college-life adaptation also demonstrated positive correlations. However, there was no correlation seen between growth mindset and grit. Second, emotional intelligence had a significant positive effect on growth mindset, grit, and college-life adaptation. Growth mindset did not have a statistically significant effect on college-life adaptation, but grit was found to have a statistically significant effect on college-life adaptation. Third, growth mindset did not demonstrate a statistically significant mediating effect on emotional intelligence and college-life adaptation; however, grit was found to have a statistically significant mediating effect on both emotional intelligence and college-life adaptation. No statistically significant differences in the indirect effects between the two variables grit and growth mindset were found. Conclusion: Study results suggested that college students should build both grit and emotional intelligence to improve their adaptability and adjustment to college life.

The Role of Growth Mindset on the Relationships between Students’ Perceptions of English Language Teachers’ Feedback and Their ESL Learning Performance

The importance of growth mindset and teachers’ feedback has been widely recognised to improve the English language performance of students; however, the impact of growth mindset as a mediator is least explored. Therefore, the study aimed to empirically analyse the interrelationships between growth mindset and teachers’ feedback levels on secondary school students’ English as a Second Language (ESL) performance and to study the mediation effects of growth mindset in the relationships. The research model examined growth mindset along with four types of feedback. The levels of feedback include task, process, self-regulation and self-based feedback that teachers provide to improve the ESL performance of students. Survey questionnaires were administered to 301 secondary school students in Class 9 from two private schools in India. The data were analysed using PLS-SEM 4.0 software. The results indicated that the direct effect of feedback that emphasised process and self-regulation fosters a growth mindset in ESL students. Feedback levels focused on task, process, self-regulation, and growth mindset significantly impact ESL performance. Moreover, growth mindset mediated the relationships between process and self-regulation-focused feedback and ESL performance. However, no evidence supports the relationship between self-focused feedback, growth mindset, and ESL performance. The study concludes with implications and directions for future research.

Evaluation of a multicomponent positive psychology program to prevent gaming disorder and enhance mental wellness in primary pupils: A randomized controlled trial.

Gaming disorder (GD) is a prevalent and complex issue that has recently been recognized as a condition that impairs mental health, underscoring the urgent need for early prevention measures. This evaluation study examined the effectiveness of the Digital Netizen Alliance (D.N.A.) program, a new multicomponent positive psychology program for preventing GD and bolstering mental wellness among Chinese children. Drawing on gamification and positive psychology principles, the program builds four key positive skills collectively referred to as the P-A-G-E framework: psychological resilience, active coping, growth mindset, and emotion regulation. A randomized controlled trial was conducted with 264 primary school pupils attending fourth, fifth, or sixth grade in Hong Kong (63% female; mean age = 10.83, SD = 1.18). The findings revealed that participation in the program effectively promoted active coping, a growth mindset, and emotion regulation. Moreover, program participation alleviated GD symptoms and reduced negative affect. These desirable changes were fullyexplained by the P-A-G-E framework. The new D.N.A. program, which cultivates the positive psychology skills specified in the P-A-G-E framework, facilitates favorable psychological changes among children. These results emphasize the importance of using multicomponent frameworks for interventions targeting GD prevention.

그릿과 성장 마인드셋에 따른 정신적 안녕감의 차이: 잠재 프로파일 분석

This study aims to identify latent profiles using indicators of K-Grit (persistence effort, passion-enjoyment, passion-meaning) and growth mindset. Furthermore, we test whether these profiles differ in mental well-being. An online self-report survey was conducted with 535 college students aged 19-31 (240 males, 295 females), assessing K-Grit, growth mindset, and mental well-being, A 3-step latent profile analysis revealed four profiles: Growth-Oriented(15.5%; above-average scores in all factors), Average (55.8%; all scores at the mean level), Low-Growth (23.3%; all scores below average), and Meaning-Deficient (5.4%; all scores are the lowest in general, especially the lowest passion-meaning). Significant differences were found in mental well-being among the four latent groups, with higher levels of grit and growth mindset associated with greater mental well-being. In particular, the Meaning-Deficient profile revealed the lowest overall well-being. Our findings emphasize the necessity of finding purpose and meaning in one's life to promote better mental well-being. This study lays the foundation for developing intervention strategies aimed at enhancing the mental health of college students.

The Influence of Global and Growth Mindsets on Organizational Commitment and Educational Staff Performance at Universitas Warmadewa: Advancing Towards a High-Quality and Globally Competitive University

The Influence of Global and Growth Mindsets on Organizational Commitment and Educational Staff Performance at Universitas Warmadewa: Advancing Towards a High-Quality and Globally Competitive University

초등 고학년의 자기주도성과 성격특성이 질문행동에 미치는 영향 분석: 혁신학교 사례 중심으로

Objectives This study aims to develop instructional strategies to enhance questioning behavior, a fundamental active learning activity. It examines the impact of self-directed learning variables, validated in prior research, and the often-overlooked personality traits on questioning behavior. Methods This study examined 129 fifth and sixth graders in a metropolitan city, assessing their questioning behavior, self-directedness relating to goal orientation and growth mindset, and BIG 5 personality traits including openness, conscientiousness, neuroticism, and agreeableness. T-tests analyzed gender and grade differences, while correlation and step-wise regression analyses determined the impact of independent variables on the questioning behaviors across different subgroups. Results Significant higher scores in self-directedness were observed in fifth graders compared to sixth graders with no notable gender differences. Except for agreeableness, no significant differences in BIG 5 personality traits were noted between grades or genders. Influential variables on questioning behavior included conscientiousness, openness, and goal orientation, varying significantly across different grade and gender groups. Influential variables on questioning behavior varied; for 5th graders, the order was conscientiousness, openness, and goal orientation, for 6th graders, it was goal orientation, conscientiousness; for boys, it was conscientiousness, openness, and goal orientation, and for girls, it was goal orientation, conscientiousness, openness, and neuroticism. Conclusions This research highlights the importance of motivational and personality factors in influencing students' questioning behaviors and suggests targeted educational strategies to enhance inquiry-based learning. The findings pave the way for further studies into effective teaching and learning methods that foster critical questioning skills.

The Relationship between Growth Mindset and Self-regulated Learning of Adult Learners in a Distance University: Moderated Mediating Effect of Task Value through Academic Self-efficacy

The Relationship between Growth Mindset and Self-regulated Learning of Adult Learners in a Distance University: Moderated Mediating Effect of Task Value through Academic Self-efficacy

예비유아교사의 창의적 마인드셋이 창의성을 매개로 삶의 만족도에 미치는 영향

The purpose of this study was to examine the impact of a growth mindset of creativity and a fixed mindset of creativity on life satisfaction, mediated by creativity among pre-service early childhood teachers. A survey was conducted with 224 pre-service early childhood teachers, and the results are as follows. First, a growth mindset of creativity positively influenced creativity, whereas a fixed mindset of creativity did not show a significant effect. Second, creativity among pre-service early childhood teachers positively affected life satisfaction. Third, the growth mindset of creativity did not have a direct impact on life satisfaction. However, lastly, the growth mindset of creativity had a significant indirect effect on life satisfaction through the complete mediation of creativity.

National Reunification and Educational Reforms in Vietnam from 1975 to 1985

After April 30, 1975, Vietnam became an independent and unified nation. Along with the policies of quickly achieving statehood unification, establishing a national government structure, and fostering consensus and harmony between the two regions of North and South,... various economic, social, educational, and cultural issues are also of particular concern to the Party and the State of Vietnam. Recognizing the role and mission of education in the nation's development, considering education and training, science and technology as the top national policies, Vietnam's education system has early on aimed at promoting the beautiful values of national culture, continuously raising public awareness, nurturing character, and training talented individuals. Education plays a central role in a knowledge-based economy's development, building a learning society, the desire to contribute, fostering a growth mindset, and progressively integrating Vietnam into the world.Through the exploitation of diverse information sources, the article attempts to present and analyze the context and current state of Viet Nam education after 1975; the policies, implemented solutions, and the fundamental achievements of Vietnamese education in the first decade of the unified era.

Exploring the interplay of language mindsets, self-efficacy, engagement, and perceived proficiency in L2 learning

Language mindsets, which are beliefs about personal qualities relevant to language learning and perceived as either fixed or malleable, have become a focus in understanding their roles in shaping language learning processes. Several studies show how they are related to language learning, along with important variables such as self-efficacy. Although research on language mindsets is growing, most studies have focused on their isolated effects, leaving a critical gap in understanding how these mindsets interact with other significant factors to influence language learning in a motivational aspect. This study aimed to address this gap by exploring the interplay between language mindsets, self-efficacy, engagement, and perceived proficiency (PP)—a construct that reflects an individual’s subjective perception of their language skills and is linked to their motivation to learn. A total of 257 students enrolled in English language courses from three universities in Korea joined the study by responding to questionnaires. The results of the path analysis show that a growth mindset did not predict self-PP; notably, however, it predicted PP with the full mediation of self-efficacy. In addition, the indirect effect of the relationship between self-efficacy, engagement, and proficiency was significant but weak. However, the inclusion of a growth mindset strengthened the indirect effect. Conversely, the link between a fixed mindset and PP showed no significant indirect effect through self-efficacy and engagement. The findings highlight the importance of a growth mindset in initiating the process of language learning and underscore the mediating role of self-efficacy in this context, contributing to the development of more effective and pedagogically informed guidance in L2 classrooms.