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The COVID-19 pandemic had a profound effect on the system of education—gaps in students’ learning, their socioemotional and mental health problems and growing inequality have been recorded. These problems confront students from low socioeconomic status (SES) in particular, therefore supportive relationships with teachers are of great importance. The growth mindset, as a student’s belief that he or she can develop his or her capabilities, can help him or her cope with arising difficulties. Based on the first hypothesis, this study sought to establish whether teacher support is positively related to student’s achievement. Our second hypothesis is as follows: a student’s growth mindset moderates the positive effect of teacher support on students’ achievement; this relationship is stronger when the student’s growth mindset is higher. The research sample consisted of 163 students from municipalities of Lithuania that are regarded as socioeconomically disadvantaged. The research results show positive correlations between teacher’ support, student’s growth mindset and achievement. Additionally, the role of student’s growth mindset as a moderator between teacher support and the student’s achievement was established. Statistically significant differences between high-SES and low-SES students when comparing their growth mindsets and achievement prove that it is important to enhance confidence of low-SES students in their capabilities and the potential to develop them.
Brandišauskienė et al. (Thu,) studied this question.