Growth mindset prior to training predicted post-training math skills in the training group but not in controls¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2022 · checked against its sources 2026-10-26 (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? In cross-lagged panel SEM, growth mindset before training predicted post-training WJ-III Math Fluency in the training group (β = 0.216, p = 0.025); this cross-lagged effect was not significant in controls (β = −0.219, p = 0.191). → Lang Chen 2022
Evidence¶
Lang Chen 2022¶
Lang Chen, Hyesang Chang, Jeremy Rudoler, Eydis Arnardottir, Yuan Zhang, Carlo de los Angeles and Vinod Menon. (2022). Cognitive training enhances growth mindset in children through plasticity of cortico-striatal circuits. npj Science of Learning. https://doi.org/10.1038/s41539-022-00146-7
q3 · i? · causal · r1
Cross-lagged panel analysis using SEM on longitudinal pre- and post-training data. Model-fit comparison showed the constrained model "fit worse than the baseline model, χ2(1) = 4.433, p = 0.035", indicating the cross-lagged effect differed between groups.
"growth mindset prior to training was associated with post- training math skills in the training group, β = 0.216, p = 0.025, which suggests that higher levels of growth mindset lead to better math performance with training"
Discussion¶
Learner Variables¶
- Mindset — predictor: learners who differ on it differ in outcomes
- Motivation — moderator: an instructional effect differs with it
Related Claims¶
- Children with lower growth mindset before training showed greater growth-mindset gains during cognitive training — related
- Cross-lagged relations among self-concept and value constructs remain stable when controlling for domain-specific achievement measured by school grades — related
- RI-CLPM on simulated PALMA-like data shows positive reciprocal cross-lagged effects between within-individual math achievement and self-concept — related
- Prior longitudinal SEM studies of self-concept versus achievement causality show heterogeneous causal predominance, varying with design, self-concept operationalization, domain, and achievement measure — related
- Growth mindset moderates the relationship between time since last NRP course and performance in an e-learning simulation game — related
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