According to mindset-theory, students who believe that intelligence is malleable (have a “growth mindset”) demonstrate higher levels of motivation/engagement and academic performance. However, while systematic reviews have assessed the influence of growth mindsets on achievement (with mixed results), a comprehensive review relating to other positive-education outcomes (motivation, engagement, and wellbeing) is required. Therefore, this presentation will describe key results from a literature review using online databases (e.g., PsycINFO, ERIC). While our analytic processes are ongoing (and some equivocal findings exist within the literature), our preliminary results suggest that growth mindsets are weakly-moderately correlated with motivation/engagement (e.g., self-efficacy, goal orientation, achievement emotions). Additionally, while fewer studies have focused on wellbeing, some promising results will be discussed (e.g., with resilience, positive affect, and coping skills). Possible moderating/subgroup variables (e.g., ‘at-risk’ students) will also be considered, and emerging research involving different growth mindsets (e.g., focused on social competence, personality, and emotions) will be introduced. Ultimately, by synthesising the literature in this field, theoretical implications for researchers will be offered (e.g., by highlighting areas requiring further investigation), alongside practical suggestions for educators (e.g., ‘best-practice’ recommendations for growth-mindset interventions).
Note to Reviewers: Novel university-student data (to be collected in early-2019) may also be discussed.