Math mindsets and academic grit correlate substantially with primary math achievement¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Academic grit correlates highly with math achievement (r=0.765); growth mindset positively (r=0.564) and fixed mindset negatively. → Kaya 2022

Evidence¶

Kaya 2022¶

Kaya, S., & Karakoc, D. (2022). Math Mindsets and Academic Grit: How Are They Related to Primary Math Achievement?. European Journal of Science and Mathematics Education, 10(3), 298-309. https://doi.org/10.30935/scimath/11881

q2 · i? · associational · r1

Bivariate correlations (Table 2) among the three constructs and math achievement for 225 students; all correlations significant at p<0.01. Fixed mindset correlation printed as r=-397 in text, -0.484 in table.

"there was a high positive correlation between academic grit and math achievement (r=0.765; p<0.01). As for the correlations between math mindsets and math achievement, they were moderate. Growth math mindset was positively (r=0.564; p<0.01)"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Academic grit has a significant positive effect on primary students' math achievement — possibly the same claim (merge candidate)
• Fixed math mindset negatively predicts primary math achievement while growth math mindset shows no direct effect — related
• Academic grit mediates a positive indirect effect of growth math mindset on math achievement — related
• Growth math mindset positively predicts academic grit in primary students — related
• The meta-analytic correlation between growth mind-set and academic achievement is weak (r = .10) — reports the opposite
• Effect sizes linking growth mind-set to achievement are highly heterogeneous and often nonsignificant — 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
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — a broader claim this one bears on
• The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance — a broader claim this one bears on
• Fixed mindset correlates negatively with GPA among U.S. 9th-grade students (average r = −.22) in a nationally representative sample — related
• Undergraduate researchers' disciplinary identity differs based on the internal motivators of intellectual interest and grit — related