Objectives: Growth mindset theory proposes that individuals who believe their abilities can be developed through dedication and hard work show higher motivation, stronger resilience, and better academic performance. This systematic review and meta-analysis aimed to synthesize research on growth mindset interventions for children and adolescents, examining overall effectiveness and identifying key moderating factors.Methods: Following PRISMA guidelines, a comprehensive search of academic literature published from 2002 to 2024 was conducted. The final sample consisted of 43 studies comprising 13 Korean and 30 international peer-reviewed articles and dissertations. A meta-analysis was conducted using R software to compute overall standardized mean differences(SMD). Subgroup and moderator analyses examined variables, including intervention types, outcomes, facilitators, age groups, socioeconomic status, and number of sessions.Results: The analysis revealed a moderate overall effect size (SMD = 0.45), indicating a significant positive impact of growth mindset interventions. Interventions explicitly focused on growth mindset strategies had the greatest effects on psychological outcomes. There was no significant difference in effectiveness based on socioeconomic status, suggesting that the interventions were beneficial for all children. The analysis identified several key moderators: Interventions were most effective when conducted by external specialists (researchers), targeted at elementary-aged children, and delivered in six to fifteen sessions. Contrary to expectations, participants’ socioeconomic status did not significantly moderate intervention effectiveness.Conclusion: This study provides compelling evidence for the effectiveness of growth mindset interventions in children and adolescents. These findings offer practical guidance for educators and other specialists in implementing practical designs for growth mindset interventions.
Lee et al. (Thu,) studied this question.