Four academic mindsets framework¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The review defines academic mindsets as psycho-social attitudes or beliefs about oneself in relation to academic work, naming four: "I belong in this academic community," "My ability and competence grow with my effort," "I can succeed at this," and "This work has value for me." The framework draws on goal theory, social learning theory, attribution theory, expectancy-value theory, self-efficacy, and locus of control, and includes learned helplessness and stereotype threat as ways positive mindsets are undermined by negative contextual conditions.

Design Implications¶

Context¶

Requirements¶

• Classroom contexts that support belonging, growth beliefs, expectancies of success, and perceived value of the work

Constraints¶

• Mindsets can be undermined by negative contextual conditions such as stereotype threat and learned helplessness

Target Learners¶

• Adolescent students in middle and high school

Target Learning Objectives¶

• Academic perseverance, academic behaviors, and course grades

Claims¶

• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle [+W]
• Best leverage points for improving performance lie in teacher strategies for classroom context, mindsets, and learning strategies [+W]

Related Theories¶

• Noncognitive Factors Hypothesized Model
• Four learning mindsets framework: belonging, success expectancy, growth mindset, and task value

Examples¶

• Promoting a Growth Mindset
• Growth Mindset Framing
• Growth Mindset Development
• Growth Mindset Feedback
• Effort-Based Praise
• Set a High Bar for Each Student
• Classroom strategies for developing student psycho-social supports and academic mindsets
• Design peer mindset interventions that leverage adolescents' need for belonging and status, including high-status peer models

Key Sources¶

• Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school