To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses
Across ages Motivation and curiosity
Links to claims
Limits (1)
| Claim | Basis |
|---|---|
| C13 | Meta-analysis of 43 intervention studies: overall effects weak; possible benefit for low-SES or at-risk students. |
Review state: first-pass draft, pending human review.
Source note
Syntes: To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses (2018)
Källa: https://doi.org/10.1177/0956797617739704 (Psychological Science 29(4))
Verified content
- Meta-analysis 1: mindset and achievement, k = 273, N = 365,915; meta-analysis 2: mindset interventions on achievement, k = 43, N = 57,155 (abstract).
- Overall effects weak in both meta-analyses.
- Some support that students with low socioeconomic status or who are academically at risk might benefit from interventions.
Limits
- Pooled across very different interventions and outcomes.
Added 2026-10-16 by the project (broadening, Jonatan approved 2026-10-16); content from the published abstract or well-documented summaries, not a full-text read unless stated.
Metadata as recorded
- ID
- MOT-002
- Tier
- meta
- Titel
- To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses
- År
- 2018
- Källa/DOI
- https://doi.org/10.1177/0956797617739704
- Tidskrift
- Psychological Science 29(4)
- Typ
- peer-reviewed meta-analysis
- Åldersgrupp
- overgripande
- Teman
- motivation-och-nyfikenhet
- Hämtad
- 2026-10-16
- Verifierad
- Crossref metadata (title, authors, year, venue) checked 2026-10-16
The original files (PDF or abstract) are kept in the project archive and are not published here.