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Session Type: Symposium
Advancing growth mindset research calls for a deeper understanding of how contexts and conditions shape mindsets and their broader impacts. This symposium addresses three underexplored gaps: how mindsets and meaning systems are shaped and developed, when they matter most across development, and how they predict outcomes beyond achievement scores. Five studies conducted in diverse K-12 contexts—across Korea, Indonesia, the U.S., China, and a global PISA sample—reveal that experiential factors offer a sustainable pathway to changing mindsets and meaning systems, that developmental timing significantly moderates effects, and that mindset principles meaningfully extend into creative domains. Together, these studies highlight the importance of experiential and environmental conditions in supporting growth mindsets, advancing theoretical understanding, and informing future research and practice.
Norman B. Mendoza, The Education University of Hong Kong
Hyun Ji Lee, Hunter College, The City University of New York
Improving Through Effort Shapes Students’ Mindset - Sungwha Kim, Korea University - Brain and Motivation Research Institute; Mimi Bong, Korea University; Sung-il Kim, Korea University
Transitions in Motivational Profiles of Indonesian Middle School Students - Yushan Zhao, University of California - Davis; Rongxin Cheng, University of California - Davis; Kali Trzesniewski, University of California - Davis
Developmental Variations in the Growth Mindset Effect and the Moderating Effect of Growth-Oriented Classroom Practices in Math Achievement - Tetsuya Yamada, University of Pittsburgh; Xu Qin, University of Pittsburgh; Christina Scanlon, University of Chicago; Ming-Te Wang, University of Chicago
The growth mindset meaning system: A cross-cultural comparison between US and China - Yi Wang, Macau University of Science and Technology; Norman B. Mendoza, The Education University of Hong Kong; I Marie Joy Santillana Gallemit, Chinese University of Hong Kong; Ronnel B. King, Chinese University of Hong Kong
Do Creativity-Supportive School Environments Shape Students’ Creativity Mindset and Outcomes? Multi-level Evidence from PISA 2022 - Norman B. Mendoza, The Education University of Hong Kong; Hyun Ji Lee, Hunter College, The City University of New York; Ronnel B. King, Chinese University of Hong Kong