8th grade growth mindset and academic behavior self-reports positively predicted 9th grade on-track status; performance avoidance did not¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q2
Currency · newest study 2016 · checked against its sources 2026-10-16 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? In logistic regression, 8th grade self-reported growth mindset and academic behavior were positively related to the probability of being on track at the end of 9th grade. → Snipes 2016 q2 i? Performance avoidance was not significantly related to 9th grade on-track status once growth mindset and academic behavior were accounted for. → Snipes 2016 (2)

Evidence¶

Snipes 2016¶

Snipes, J., & Tran, L. (2016). Early indicators and academic mindsets in the Clark County School District. San Francisco, CA: REL West @ WestEd. https://eric.ed.gov/?id=ED573499

q2 · i? · associational · r2

Logistic regression on CCSD survey data (adapted from the BEL-S survey) for 13,578 students with 8th grade mindset measures, predicting 9th grade on-track status (appendix C, table C2).

"8th grade students' self-reported beliefs regarding growth mindset, as well as their self-reports of academic behavior, were positively related to the probability that they were on track at the end of the 9th grade."

Snipes 2016 (2)¶

Snipes, J., & Tran, L. (2016). Early indicators and academic mindsets in the Clark County School District. San Francisco, CA: REL West @ WestEd. https://eric.ed.gov/?id=ED573499

q2 · i? · associational · r3

Same logistic regression analysis of 13,578 students. The null finding for performance avoidance is conditional on the other measures in the model; equivalence was not tested.

"student reports of performance avoidance, that is, the extent to which students reported hiding academic effort in order to avoid embarrassment or failure, were not significantly related to 9th grade on-track status once measures of growth mindset and academic behavior were accounted for"

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes
• Mindset — predictor: learners who differ on it differ in outcomes
• Achievement Goal Orientation — 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

• Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning — the general claim this finding bears on, with the studies behind it

• 71 percent of CCSD 8th graders were on track for graduation at the end of 9th grade in 2015/16 — related
• Predicted probability of 9th grade on-track status varied substantially across the growth-mindset and academic-behavior scales — a narrower finding that bears on this claim
• Growth in self-management between 6th and 8th grade predicts being off track academically in 9th grade above and beyond 6th-grade self-management status — related
• In a large urban district, 6th-grade SEL status is more frequently a significant predictor of being off track academically in 9th grade than SEL growth between 6th and 8th grade — related
• Students' 6th-grade SEL level and SEL growth from 6th to 8th grade relate to successful transition to secondary school — a broader claim this one bears on
• Self-management status and growth across middle school predict lower odds of having a GPA below a C and of being suspended in 9th grade, but not chronic absenteeism — related
• No SEL construct status or growth significantly predicted chronic absenteeism in 9th grade after controlling for background characteristics — related
• Background characteristics independently predict 9th-grade off-track indicators: boys are 1.7 times as likely to be suspended and 3.5 times as likely to have a GPA below a C than girls — related
• Academic self-regulation in 8th grade robustly predicts both GPA and school adjustment in 9th grade — related
• Students often slip off track during transition years (6th and 9th grade) even when they previously performed well — related