Testing the association of growth mindset and grades across a challenging
transition: Is growth mindset associated with grades
The highlighted text refers to the main research question of the paper, which is to investigate whether there is a
relationship between growth mindset and grades across a challenging transition. Growth mindset refers to the belief
that one's abilities can be developed through hard work and dedication, as opposed to a fixed mindset which assumes
that abilities are innate and cannot be changed. Grades refer to the academic scores or marks that students receive for
their coursework or exams.The challenging transition in this study refers to the transition from high school to
university, which is often considered a difficult and stressful period for students. The research question is asking
whether having a growth mindset is associated with higher grades during this challenging transition. The study uses
two near-replication studies, which means that the same research question is tested twice using different samples of
participants. The total sample size for both studies is 832 participants.Study 1 is a cross-sectional design, which
means that data is collected at a single point in time. In this case, self-reported grades are collected from 246
undergraduate students. Study 1 finds no association between growth mindset and grades (β = −0.02CI 95 [−0.16,
0.12], t = −0.26,p = .792).Study 2 is a longitudinal design, which means that data is collected over a period of time. In
this case, grade transcript scores are collected from 586 students across the challenging transition from high school to
university entry, and then across all years of an undergraduate degree. Study 2 also finds no association between
growth mindset and grades across the challenging transition from high school to the first year of university (β =
−0.05CI 95 [−0.14, 0.05], t = −0.95,p = .345).Study 2 also finds no association between growth mindset and entry
grades (p = .808), and no support for a predicted interaction of mindset with academic disadvantage across the
transition (β = −0.03CI 95 [−0.12, 0.07], t = −0.54,p = .592).Follow-up analyses show no association of mindset with
improvement in grades at any subsequent year of the degree (minimum p-value 0.591).Overall, the two nearreplication studies suggest that growth mindset is either unrelated to educational attainment or has a very small
negative influence, even across challenging transitions.
Philosophical Basis of the Approach:
The approach of testing the association between growth mindset and grades is based on mindset theory, which
suggests that students' beliefs about the malleability of basic ability greatly influence their educational attainment
Mindset theory, developed by Dweck, falls under the domain of behavioral science and cognitive psychology
How it fosters deep learning:
The paper does not specifically address how the approach fosters deep learning. However, mindset theory proposes
that individuals with a growth mindset, who believe that intelligence and abilities can be developed through effort
and practice, are more likely to engage in adaptive learning strategies, embrace challenges, and persist in the face of
setbacks By promoting the belief in the malleability of basic ability, growth mindset may encourage students to adopt
a more positive and proactive approach to learning, leading to deeper engagement and a willingness to overcome
obstacles in the pursuit of academic success.
Arguments for the approach:
Mindset theory suggests that a growth mindset, believing in the malleability of basic ability, can lead to adaptive
learning strategies, embracing challenges, and persistence in the face of setbacks, which can enhance educational
attainment .Students with a growth mindset may be more motivated to put in effort and practice to develop their
abilities, leading to improved academic performance .The approach of testing the association between growth
mindset and grades provides insights into the potential influence of mindset on educational outcomes, allowing for a
better understanding of factors that contribute to student success .
Arguments against the approach:
The near-replication studies conducted in the paper found no association between growth mindset and grades across
challenging transitions, suggesting that growth mindset may be unrelated to educational attainment or have a very
small negative influence .The lack of association between growth mindset and grades challenges the notion that
mindset alone is a strong predictor of academic performance, indicating that other factors may play a more significant
role in determining educational outcomes .The approach focuses solely on the association between mindset and
grades, overlooking other important aspects of learning and development that may contribute to overall educational
attainment
Does it contribute to the development of '21st century learning'?
The provided sources do not directly address the concept of '21st century learning' or its relationship with the
approach of testing the association between growth mindset and grades.The focus of the studies in the sources is on
examining the association between growth mindset and educational attainment, specifically grades, across
challenging transitions.While the concept of '21st century learning' encompasses a range of skills and competencies,
such as critical thinking, problem-solving, collaboration, and adaptability, the sources do not explore how growth
mindset relates to these specific skills.It is possible that the development of a growth mindset could indirectly
contribute to '21st century learning' by fostering a positive attitude towards learning, resilience, and a willingness to
embrace challenges, which are important components of 21st-century skills. However, without specific evidence or
analysis of the relationship between growth mindset and '21st century learning', it is not possible to definitively
conclude whether the approach contributes to the development of '21st century learning'.
Innovative Features of the Approach
The approach of testing the association between growth mindset and grades across challenging transitions has several
innovative features:Near-replication studies: The researchers conducted two near-replication studies to examine the
association between growth mindset and grades, providing robustness to the findings.Longitudinal design: In study 2,
a longitudinal design was implemented to assess the association of mindset with grade transcript scores across
multiple years of an undergraduate degree, allowing for the examination of mindset's influence over time.Control for
entry grades: Both studies controlled for entry grades, ensuring that any observed associations between growth
mindset and grades were not solely due to initial academic performance.Large sample sizes: The studies involved a
total of 832 participants in study 1 and 586 participants in study 2, providing a substantial sample to draw conclusions
from.Comprehensive data collection: The researchers reported all measures, conditions, data exclusions, and sample
size determinations, ensuring transparency and facilitating future meta-analyses.Examination of subsequent years:
The researchers also explored the association between growth mindset and grades in subsequent years of the
undergraduate degree, providing insights into the long-term impact of mindset on educational attainment.Overall,
these innovative features contribute to a more comprehensive understanding of the association between growth
mindset and grades across challenging transitions.
Reliability of the Article
The reliability of the article can be assessed based on several factors:Study design: The article includes two nearreplication studies with a cross-sectional design in study 1 and a longitudinal design in study 2, which enhances the
reliability of the findings.Sample size: The studies involved a total of 832 participants in study 1 and 586 participants
in study 2, providing a substantial sample size for analysis.Transparency: The researchers reported all measures,
conditions, data exclusions, and sample size determinations, ensuring transparency in the research process.Control for
confounding variables: The studies controlled for entry grades, ensuring that any observed associations between
growth mindset and grades were not solely due to initial academic performance. Replication: The present studies
aimed to replicate the findings of a previous study by Blackwell et al. (2007), adding to the reliability of the results.
Overall, the article demonstrates a rigorous approach to studying the association between growth mindset and grades,
with appropriate study designs, sample sizes, and transparency in reporting.
Special Features of Growth Mindset in the Article
The article focuses on the concept of growth mindset, which refers to the belief that intelligence and abilities can be
developed through effort and learning.The study examines the association between growth mindset and grades across
challenging transitions, such as the transition from high school to university and subsequent years of an
undergraduate degree.The researchers conducted two near-replication studies, providing robustness to the findings
and enhancing the reliability of the results.The longitudinal design of study 2 allows for the examination of mindset's
influence on grades over time, providing insights into the long-term impact of growth mindset on educational
attainment.The article also explores the association between growth mindset and entry grades, as well as subsequent
years of the undergraduate degree, providing a comprehensive understanding of the relationship between mindset and
academic performance.The findings suggest that growth mindset is either unrelated to educational attainment or has a
very small negative influence across challenging transitions.