A Meta-Analysis on Teachers’ Growth Mindset

• DOI: 10.1007/s10648-024-09925-7
• Publication Date: 2024-08-08T05:01:58Z
• Authors: Lisa Bardach; Keiko C. P. Bostwick; Tim Fütterer; Myriel Kopatz; Daniel Memarpour ...; Robert M. Klassen; Jakob Pietschnig
• Keywords: Mindset; Educational Psychology

Abstract The concept of growth mindset—an individual’s beliefs that basic characteristics such as intelligence are malleable—has gained immense popularity in research, the media, and educational practice. Even though it is assumed teachers need a mindset both their students benefit when adopt mindset, systematic syntheses potential advantages lacking. Therefore, this article, we present first meta-analysis on teachers’ its relationships with multiple outcomes (50 studies, 81 effect sizes; N = 19,555). Multilevel analyses showed small across outcomes. Statistically significant small-to-typical positive associations between motivation terms self-efficacy mastery goals were observed subgroup analyses. No statistically found performance-approach goals, performance-avoidance performance achievement tests, or student achievement. Teachers’ was related to instructional practices goal structures but unrelated structures. Moderator indicated dimensionality measure (recoded from fixed vs. assessed mindset), item referent content measure, publication status (published unpublished), world region, level, study quality influenced strengths some relationships. Overall, our findings extend knowledge about add evidence base teacher links relevant