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¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? ANCOVA revealed no significant differences between growth mindset and control groups on interest, enjoyment, difficulty, mental effort, or word recall performance, although post-intervention growth mindset belief was higher in the intervention group (d = 0.91). → Kate M. Xu 2024
Evidence¶
Kate M. Xu 2024¶
Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas, David C. Geary. (2024). An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09880-3
q3 · i? · causal · r2
One-way ANCOVAs (baseline mindset covariate) comparing intervention (n = 72) and control (n = 72) conditions. Post-intervention growth mindset belief was higher in the intervention group (F(1, 141) = 22.87, p < 0.001, d = 0.91), but the article reports "no differences across the growth mindset and control groups" on interest, enjoyment, difficulty, mental effort and word recall; recall d = 0.05, p = 0.623.
"Further ANCOVA analyses revealed no differences across the growth mindset and control groups for the outcomes (Table 4), including interest (F(1, 141) = 1.02, p = 0.315, d = 0.27"
Discussion¶
Learner Variables¶
- Mindset — outcome: instruction changes it
- Motivation — outcome: instruction changes it
Related Claims¶
- The effect of a growth mindset intervention does not interact with knowledge type for motivation, cognitive load, or recall — related
- The growth mindset intervention successfully fostered mindset beliefs but this did not transfer to learning outcomes — related
- A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors — related
- Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
- The growth mindset intervention reduced fixed-mindset beliefs among lower-achieving adolescents, with no significant variation in this effect detected across schools — related
- Learning biologically primary words is rated as more enjoyable and more interesting than learning biologically secondary words — related
- Adults recall more biologically primary knowledge words than biologically secondary knowledge words in a paired vocabulary learning task — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
growth-mindset-no-effect-vocabulary-learning |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kate-m-xu-2024 |
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