What question did this study set out to answer?

To determine whether the academic benefits of student growth-mindset interventions depend on their teachers also holding growth mindsets.

December 22, 2021Psychological ScienceOpen Access

Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work

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To determine whether the academic benefits of student growth-mindset interventions depend on their teachers also holding growth mindsets.
Analyzed records from the National Study of Learning Mindsets (NSLM), matching 9,167 high school students with 223 math teachers.
Evaluated the mindset-plus-supportive-context hypothesis against potential confounding teacher characteristics using conservative Bayesian analysis.
Student growth-mindset intervention benefits were positively moderated by teacher growth mindsets, supporting the mindset-plus-supportive-context hypothesis over autonomous implementation.
The moderating effect of supportive teacher mindsets remained robust when adjusting for confounding teacher-level factors and under conservative Bayesian estimation.

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Implication

Secondary analysis reveals that student growth-mindset interventions succeed primarily when teachers share growth mindsets in high school classrooms, highlighting the necessity of contextual support.

Cite This Study

Yeager et al. (2021) studied this question.

synapsesocial.com/papers/69d8d7afd2f7327e70ae4678 https://doi.org/10.1177/09567976211028984

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Implication

Secondary analysis reveals that student growth-mindset interventions succeed primarily when teachers share growth mindsets in high school classrooms, highlighting the necessity of contextual support.

Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work

Key Points

Discussion

Implication

Cite This Study

Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work

Key Points

Discussion

Implication

Cite This Study

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