How a growth mindset can improve academic performance

Contents:

• Why scientists took on teachers first
• How this approach worked
• What else is known about the influence of attitudes and beliefs on educational outcomes

A growth mindset, or growth mindset, is the belief that with enough effort, you can master almost any skill. Abilities aren't fixed and can be developed through persistence and dedication. This means that even if learning is challenging at first and results remain less than ideal, with persistence and regular practice, significant progress can be achieved. We've already discussed this mindset, its principles, and its benefits in detail.

Carol Dweck, the author of growth mindset theory, and other researchers argue that people with a growth mindset achieve greater success than those with a fixed mindset. A fixed mindset assumes that a person's abilities are innate and unchangeable. People with this approach believe that if they don't have certain skills naturally, their efforts are futile and they won't succeed. In contrast, those with a growth mindset believe in the possibility of developing their abilities through persistence and learning. This approach promotes not only personal growth but also professional success, enabling people to overcome obstacles and achieve their goals.

A growth mindset plays an important role in the educational process, surpassing a fixed mindset. Experiments are being conducted around the world to study the impact of a growth mindset on the academic performance of schoolchildren and students. Research shows that developing a growth mindset can significantly improve academic outcomes, fostering a deeper understanding of material and increasing motivation to learn. Scientists are seeking to determine how integrating growth mindset principles into educational programs can lead to lasting changes in academic performance, as well as the development of a more positive attitude toward learning and self-improvement. This article discusses one interesting experiment, the results of which were recently published in the journal Proceedings of the National Academy of Sciences (PNAS). Unlike previous studies, the authors of this experiment took an unconventional approach: they developed a special training methodology for teachers, emphasizing the importance of a growth mindset and ways to develop it in high school students. This innovation is aimed at developing students' skills that facilitate their personal and academic growth.

Why Scientists Targeted Teachers First

The results of previous studies confirm that the development of a growth mindset in schoolchildren depends largely on interactions with teachers. Teachers can shape the necessary psychological attitudes in students through their behavior and statements. To effectively develop a growth mindset, it is important that teachers themselves believe in its importance and their ability to instill it in their students. Otherwise, they may be unwilling to spend their limited time following recommendations regarding interactions with students and will be unwilling to conduct additional classes dedicated to this topic. Scientific recommendations are often perceived as impractical and unrelated to real life, which causes skepticism among teachers. To successfully implement a growth mindset in education, it is necessary to provide support and training to teachers so they can confidently apply these principles in their practice and inspire students to self-improvement. The authors of the new study focused on teachers' values ​​and priorities to instill a growth mindset in students. At the beginning of the study, the researchers identified key values ​​that are important to teachers in their work. Based on these values, they developed changes to their teaching methods. These changes are expected to foster a growth mindset in children, which, in turn, will support their personal and academic development.

A study of more than 900 American high school teachers revealed the key aspects they value in their colleagues. The first phase of the survey revealed that the most important qualities are the ability to inspire students and maintain their interest in learning without punishment or threats. At the same time, teachers are most frustrated by students' indifference to the educational process.

The researchers developed a 45-minute online course dedicated to teaching practices that promote a growth mindset in adolescents. The first part of the course examines adolescents' sensitivity to the opinions of others and their resentment. The importance of teachers' confidence in their students' potential for learning and development is emphasized. Demonstrating faith in their students' abilities can help increase adolescent engagement and reduce their indifference to the educational process.

The second part discusses wording options that help create a growth mindset in students. These statements can serve as an effective tool for fostering positive thinking and motivation for learning. Using the right phrases and approaches can help improve the perception of complex tasks and overcome difficulties on the path to goal achievement. It is important that such statements are understandable and relatable to students, which will significantly increase their interest in the learning process and personal growth.

• These are phrases that convey the teacher's confidence in students' ability to learn and improve their skills throughout the course. For example: "It's not so important how much you know now. What's more important is what you will learn by the end of the year. And while you're putting in the effort, I will help you ensure your efforts are not wasted."
• Phrases that emphasize that what matters is not the students' current level of knowledge, but how much progress they can make if they put in the effort. For example: "Tests are simply an indicator of what you know right now. I want to see that you are learning and making progress. Tests will help me understand where you are now and how I can help you move forward."
• Phrases that demonstrate that the teacher truly expects students to make an effort and is ready to support them. For example: "I won't tolerate laziness, but I don't expect each of you to know the best ways to teach—I'll teach you them."

The authors emphasize that their method differs from previous experiments on developing a growth mindset in that it does not require ready-made lectures or additional lessons that teachers must integrate into their work, which can negatively impact traditional programs. This approach is inherently scalable: 45-minute material can be easily distributed to any number of teachers.

How this approach worked

The effectiveness of the development was evaluated in terms of its impact on educational inequality. The researchers focused on dual enrollment courses offered in American high schools. These courses allow students to study part of the college curriculum, giving them the opportunity not only to earn high school credits but also to receive credit in relevant subjects when they go on to college. It is important to note that colleges in the United States can have the status of universities and offer undergraduate programs. Dual enrollment courses help mitigate educational inequality and open up additional opportunities for students.

Dual Enrollment Courses Admissions are a significant challenge, and statistics show that in the United States, teens from low-income African-American and Latino families are disproportionately likely to drop out. These families often harbor preconceived notions that higher education is inaccessible and that they will be unlikely to enroll and successfully complete college. For many students struggling with dual enrollment, this failure confirms their doubts about their ability to continue their education in college. They begin to believe that if they can't handle one course, then college isn't a realistic option for them.

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Student failure is often explained by factors such as educational inequality and educational poverty. Educational inequality manifests itself in differences in access to quality education, resources, and support. Students from disadvantaged backgrounds often face a lack of educational materials, qualified teachers, and opportunities for additional learning. Educational poverty also includes a lack of motivation and support from parents, which negatively impacts academic performance. To address these issues, programs aimed at increasing access to quality education for all students, regardless of their social status, are essential. Improving the educational environment and ensuring equal opportunities will help reduce the achievement gap and create a more equitable education system. Research shows that developing a growth mindset can help students overcome the fear of failure and successfully complete challenging dual-enrollment courses in high school. This mindset not only contributes to improved academic performance but also significantly increases students' chances of continuing their education in college. Developing a growth mindset plays a key role in the educational process, enabling students to confidently embrace challenges and learn to cope with them.

In the 2020/2021 school year, the researchers conducted an experiment to test their hypothesis. The experiment involved 155 teachers teaching dual-enrollment courses, primarily in science and mathematics. Nearly 5,400 high school students participated in the experiment. Teachers were given access to specially designed online material that, in 45 minutes, explained pedagogical practices aimed at developing a growth mindset. This approach can significantly impact educational outcomes and promote deeper understanding in students.

The study included a control group of 164 teachers who conducted similar sessions for more than 6,100 students. Instead of growth mindset material, these teachers were provided with a guide to designing digital instructional materials. This made it possible to compare the effectiveness of teaching approaches and identify the impact of various methods on the learning process.

Surveys were conducted in both groups of teachers, examining their attitudes toward growth mindset theory. Data on student performance in dual enrollment courses was also collected. This made it possible to identify the relationship between teaching practices and student academic outcomes, which may be useful for further analysis and improvement of educational methods.

The experiment revealed that among teachers participating in the experimental group, familiar with the concept of growth mindset, there was a significant dissemination of this approach and an increased willingness to apply corresponding teaching practices. The most important result was an increase in the number of students who successfully completed dual enrollment courses. A particularly noticeable effect was recorded in classes where the majority of students come from families with low socioeconomic status. On average, the proportion of those who successfully completed the course in the experimental group was 3.6% higher than in the control group, and in classes where students predominantly come from low-income families, this figure increased by 6.3%. These findings highlight the importance of integrating a growth mindset into education to improve student outcomes.

The study's authors attribute their findings to the fact that teachers in more advantaged classrooms were initially confident in their students' success. In contrast, teachers in classrooms with a high proportion of disadvantaged students were likely less motivated to set their students up for success because they themselves did not believe positive results were possible.

Research shows that even a 3–6% increase could have a significant impact on the country. This increase would translate into an additional 157,000 disadvantaged high school students completing dual-enrollment courses annually. Providing a better life for 157,000 young people is a significant impact that could be achieved with a 45-minute mini-course for teachers on developing a growth mindset in adolescents. Effective teacher training could be a key factor in changing the fate and future of many students.

What else is known about the influence of attitudes and beliefs on educational outcomes

Educational success largely depends on students' attitudes toward their goals and abilities. This is confirmed by the results of a recent study published in School Psychology Review. Researchers from the University of Cambridge (UK) surveyed approximately 600 British teenagers, finding out their psychological state and comparing the data with their school grades. In this study, the focus was not on psychological problems, but on the perception of happiness by teenagers. The results underscore the importance of a positive attitude toward the educational process for achieving high results.

According to information presented by the authors in a press release on the university website, a seemingly similar picture of psychological well-being can conceal different states. This can range from simple satisfaction with life, to a more complex phenomenon - eudaimonia. This term, rooted in the philosophy of Socrates, implies not only satisfaction with current circumstances, but also a sense of purpose, motivation, and competence that allows a person to confidently move toward their goals.

Research shows that high levels of eudaimonia are positively correlated with success in mathematics and English. For example, adolescents with high eudaimonia scores on the UK GCSE mathematics exam are one and a half times higher than their peers who lack these qualities. This underscores the importance of emotional and mental well-being for academic success.

Research shows that a growth mindset does not always directly impact academic success. However, adolescents who strive for eudaimonia are more likely to demonstrate a focus on developing and improving their skills. This suggests that an internal drive for harmony and self-improvement can contribute to a more positive perception of the educational process and motivation to learn. Eudaimonia, as a state of well-being, can serve as a foundation for developing a growth mindset and, in turn, influence overall achievement in school.

Research shows that effective psychological well-being in schools requires the implementation of practical measures. These include the development of psychological services and professional development for teachers. It is important to recognize that psychological well-being includes children's awareness of their goals and the satisfaction of their need for autonomy, which implies the ability to make their own decisions. It is also necessary to develop students' competencies by supporting their abilities and interests. This comprehensive approach contributes to the creation of a healthy educational environment and increases overall student satisfaction.

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Read also:

• What is a growth mindset and why is it important for education?
• How personality traits influence academic performance in different subject areas?
• Learning motivation: how scientific theories explain it?
• Teachers can improve academic performance in the classroom by not only imparting subject knowledge.