The Relationship Between Students’ Growth and Fixed Mindsets: A Meta-Analysis

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Belief Systems at Work: Mindset and Achievement Goal Research

Abstract

Recent research has proposed that growth and fixed mindsets may be better conceptualized as two distinct constructs rather than as opposing ends of a single continuum. This perspective aligns with earlier work on implicit theories of intelligence, which viewed the two mindsets as two related but separate frameworks (Dweck et al., 1995). However, empirical studies have yielded mixed findings. Thus, we conducted a meta-analysis examining the association between growth and fixed mindsets. As an ongoing project, we report preliminary findings based on a subset of 28 studies that have complete statistical information. The results showed a moderate-to-strong negative association, r = –0.51 [–0.58, –0.44]. Moreover, students’ grade level and the Likert scale used in mindset measures moderated this association.

Authors

• Shengjie Lin, University of New Mexico

• Yu-Yu Hsiao, University of New Mexico

• Lindsey Jurgensen, University of New Mexico

• Qing Wang, University of New Mexico

• Katherine M. Muenks, University of Texas at Austin

• Carlton J. Fong, Texas State University