A longitudinal study was conducted over three semesters within 28 classrooms, in seven schools, with a total of 419 participants to examine the relationship between students' mindset and their standardized test performance. Students in grades 3–6 completed questionnaires in the fall and spring semester across two school years. In addition, students completed standardized testing in math and reading. Multi-level models allowed for a 2-level model suggesting a link between time and academic achievement. Academic achievement and mindset related across the time points. Results suggest that initial mindset has an impact on students' academic achievement, with students who initially reported a more growth oriented mindset having a slower decline on test scores than students with a more fixed mindset.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.