A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2013 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The CCSR review concludes that the four mindsets (I belong, my ability grows with effort, I can succeed, this work has value) each increase academic perseverance and improve academic behaviors, leading to better performance. → Jenny Nagaoka 2013

Evidence¶

Jenny Nagaoka 2013¶

Jenny Nagaoka, Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Tasha Seneca Keyes, David W. Johnson, and Nicole O. Beechum. (2013). Readiness for College: The Role of Noncognitive Factors and Context. VUE (Voices in Urban Education), Fall 2013. https://consortium.uchicago.edu/publications/readiness-college-role-noncognitive-factors-and-context

q2 · i? · review · r2

The review's synthesis of psychological research on belonging, implicit theories of ability, self-efficacy, and expectancy-value. The article states the evidence "clearly demonstrates" the mindsets' effects; no effect sizes are printed, and the underlying studies are cited rather than reported in detail.

"The evidence clearly demonstrates that the four academic mindsets each increase students’ academic perseverance and improve academic behaviors, leading to better performance."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes
• Mindset — predictor: learners who differ on it differ in outcomes
• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The meta-analytic correlation between growth mind-set and academic achievement is weak (r = .10) — the general claim this finding bears on, with the studies behind it

• Belongingness is among the factors that most strongly and reliably affect learners' academic motivation and achievement — the general claim this finding bears on, with the studies behind it

• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — possibly the same claim (merge candidate)
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) — related
• 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 — related
• When a strong sense of self-efficacy is accompanied by sustained student effort, better academic achievement is likely — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Praise for intelligence, rather than for effort, after success undermines children's motivation and performance after a later failure — related
• Students with belonging, purpose, collaboration, goal-setting, and perseverance skills alongside academic knowledge are more likely to reach their full potential — related
• The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance — related
• Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors — a narrower finding that bears on this claim
• 66% of Los Padillas students reported a sense of belonging in 2023–24, well above the 44% for students in the rest of the district — a narrower finding that bears on this claim
• Students' confidence and readiness correlate mostly with self-efficacy and collaboration rather than with formal instruction — related
• Praise for intelligence (person praise) induces a fixed mindset and helpless reactions compared with process praise — a narrower finding that bears on this claim
• A growth-mindset-of-personality workshop reduced retaliatory aggression and increased prosocial behavior among urban high school students — a narrower finding that bears on this claim
• Belonging uncertainty — the instability of a student's sense of belonging — is distinct from overall belonging level and predicts risk of negative outcomes — related
• The need to belong is relevant to all academic disciplines that study human behavior, with immense importance to educational psychology — related
• Academic behaviors have the most immediate effect on course grades; directly targeting grit is not an evidenced lever — reports the opposite
• Belief factors are positively intercorrelated: a social-dynamic view of mathematics co-occurs with higher task value and confidence (r = .48) and more positive teacher beliefs (r = .41) — related
• Students confident about their mathematical ability are mostly also convinced of the relevance of mathematics, forming a motivational basis; low-confidence students are hard to motivate — a narrower finding that bears on this claim
• Learning patterns are associated with personal factors (personality, motivation, beliefs, prior education, age, gender); their associations with personality are weak to moderate, indicating learning patterns are not stable traits — related
• Belonging is a prerequisite for effective collaborative learning, not merely a positive outcome — related
• Illusory correlations, like the belief that a full moon affects behavior, persist through confirmation bias despite having no basis in evidence — related
• Belonging, task relevance, and individual mindset together predict classroom self-efficacy, with belonging the strongest predictor — a narrower finding that bears on this claim
• Expectancies for success predict academic achievement more strongly than task values — related
• Stable Dispositions such as conscientiousness predict academic success partly through effort, with some independence from cognitive ability — related
• Specific observable mindset-signaling behaviors have been identified that convey peers' implicit beliefs about ability — related
• Teachers' growth mindset is positively associated with their self-efficacy (r = .180) — related
• Sense of belonging in learning contexts is robustly associated with psychological well-being, academic motivation, and academic performance — related
• A short growth mindset intervention raised growth mindset belief but produced no significant difference from control in recall performance, interest, enjoyment or perceived difficulty and effort, for either knowledge type — related