Moderators of teachers' growth mindset effects include publication year, world region, publication status, dimensionality, referent, content, and study quality¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Effects declined with publication year (b = -0.008, p = .008), were smaller in Europe and Australia than US/Canada, and were larger in unpublished than published studies (b = 0.130, p < .001), indicating reverse publication bias. → Bardach 2024 q3 i? Dimensionality moderated mastery goal structure effects (nonrecoded smaller, b = -0.247, p < .001) and student achievement effects (nonrecoded larger, b = 0.276, p = .021). → Bardach 2024 (2)

Evidence¶

Bardach 2024¶

Bardach, L., Bostwick, K. C. P., Fütterer, T., Kopatz, M., Memarpour Hobbi, D., Klassen, R. M., & Pietschnig, J. (2024). A Meta-Analysis on Teachers' Growth Mindset. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09925-7

q3 · i? · quant-synthesis · r2

Three-level mixed-effects meta-regressions across all growth mindset correlations (k = 80 [52]). Publication year, world region, and publication status were significant moderators; unpublished studies showed larger effects (b = 0.130, p < .001), indicating reverse publication bias.

"the effect of the moderator publication year was statistically significant, with smaller effects in more recent years (b = -0.008, p = .008). We observed significantly smaller correlations between teachers' growth mindset and the overall outcomes in studies that had been conducted in Europe and Australia compared with studies conducted in the US or Canada"

Bardach 2024 (2)¶

Bardach, L., Bostwick, K. C. P., Fütterer, T., Kopatz, M., Memarpour Hobbi, D., Klassen, R. M., & Pietschnig, J. (2024). A Meta-Analysis on Teachers' Growth Mindset. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09925-7

q3 · i? · quant-synthesis · r3

Two-level moderator regressions for separate outcomes. Dimensionality significantly moderated mastery goal structures (b = -0.247, p < .001) and student achievement (b = 0.276, p = .021); referent moderated performance-avoidance goals; content and study quality moderated other outcomes.

"The associations between teachers' growth mindset and mastery goal structures were statistically significantly moderated by the dimensionality of the mindset measures. Nonrecoded mindset measures yielded statistically significantly smaller effects than recoded measures (b = -0.247, p < .001"

Discussion¶

Related Claims¶

• Publication bias is present to a varying degree, with published studies reporting larger belief and student-behavior effects than unpublished studies — related
• Teachers' growth mindset is associated with mastery goal structures but not performance goal structures — 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
• Country of publication moderates multigrade cognitive effects, with a small negative effect only for European studies — related
• The magnitude of sex differences in mathematics varies across geographical regions, with larger estimated effects in Central Europe (d = 0.164) and Central and South America (d = 0.153) than in North America (d = 0.047) — related
• Geographical region moderated several engagement-correlate relations, with Eastern students showing higher relations than Western students — related
• Teachers' growth mindset is unrelated to performance-approach goals, performance-avoidance goals, teachers' test performance, and student achievement — related
• Region, study quality, and interaction domain moderate associations between factors and interactive skills — related