Students with more positively oriented academic mindsets show better academic behaviors and earn better grades than students for whom the mindset beliefs do not feel true¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2018 · checked against its sources 2026-10-10 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Research has consistently found that students with more positively oriented mindsets have better attendance, participate more, study and complete homework more, and earn better grades than students for whom the belief statements do not feel true. → Allensworth 2018

Evidence¶

Allensworth 2018¶

Allensworth, E.M., Farrington, C.A., Gordon, M.F., Johnson, D.W., Klein, K., McDaniel, B., & Nagaoka, J. (2018). Supporting social, emotional, & academic development: Research implications for educators. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/page/presentations

q2 · i? · review · r?

The review reports, citing Farrington et al. (2012), a consistent correlational finding: students with more positively oriented mindsets "engage in better academic behaviors" and "earn better grades than students for whom these belief statements don't feel true." No effect size is printed.

"Research has consistently found that stu dents with more positively oriented mindsets engage in better academic behaviors (they have better attendance and are more likely to participate in class, study, and complete homework) and earn better grades than stu dents for whom these belief statements don't feel true."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes
• Mindset — 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
• The same student can hold different mindsets in different classrooms, and grades rise or fall across classrooms as mindsets change, with differences traceable to teachers' practices — a narrower finding that bears on this claim
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — possibly the same claim (merge candidate)
• 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
• Growth Mindset interventions have potentially positive effects on postsecondary academic achievement (improvement index +13) — related
• Broda et al. (2018) found indeterminate effects on GPA, full-time enrollment, and credits completed in a large randomized trial — related
• Best leverage points for improving performance lie in teacher strategies for classroom context, mindsets, and learning strategies — related
• 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
• Teachers with constructivist beliefs are more likely to integrate educational AI-based tools than teachers with transmissive orientations (reported from a South Korean teacher study) — related
• Students who use homework management skills at a high level are more likely to complete their homework — related
• Non-tested outcomes are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization — related
• Within-student differences in noncognitive factors are associated with differences in course grades across the same student's classes — a narrower finding that bears on this claim
• Specific observable mindset-signaling behaviors have been identified that convey peers' implicit beliefs about ability — related