Academic risk status does not significantly moderate the mind-set–achievement correlation¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Academic risk status (high, moderate, low) was not a significant moderator of the mind-set–achievement correlation. → Victoria F. Sisk 2018

Evidence¶

Victoria F. Sisk 2018¶

Victoria F. Sisk, Alexander P. Burgoyne, Jingze Sun, Jennifer L. Butler, and Brooke N. Macnamara. (2018). To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science. https://doi.org/10.1177/0956797617739704

q3 · i? · quant-synthesis · r3

Moderator analysis of academic risk status in Meta-Analysis 1: "Academic risk status was not a significant moderator, Q(2) = 0.22, p = .895". Average correlations were r = .11 for low-risk students, r = .11 for moderately at-risk students, and r = .08 (nonsignificant) for highly at-risk students.

"Academic risk status was not a significant moderator, Q(2) = 0.22, p = .895. Four effect sizes did not have a sample description other than age and location and thus were removed from this analysis."

Discussion¶

Learner Variables¶

• Mindset — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Growth-mindset interventions have weak average effects on achievement, including a negligible GPA gain (d = 0.11) for lower-achieving US ninth-graders in one preregistered national trial — the general claim this finding bears on, with the studies behind it
• Mind-set interventions show weak overall effects on achievement, with some support that low-SES or academically at-risk students might benefit — related
• The meta-analytic correlation between growth mind-set and academic achievement is weak (r = .10) — related
• Socioeconomic status does not significantly moderate the mind-set–achievement correlation — related
• Fixed mindset correlates negatively with GPA among U.S. 9th-grade students (average r = −.22) in a nationally representative sample — related
• Developmental stage moderates the mind-set–achievement correlation, which is nonsignificant for adults — related
• Effect sizes linking growth mind-set to achievement are highly heterogeneous and often nonsignificant — related
• Sample characteristics (immigrant/minority status, L2 status, age) show no significant moderator effects, and several program and delivery features are also nonsignificant — related