Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Growth versus Fixed Mindset01:24

Growth versus Fixed Mindset

26
Carol Dweck introduced the term mindset to describe individuals' beliefs about their intellectual and personal capabilities. These beliefs significantly influence psychological processes such as motivation, goal-setting, and perseverance, ultimately shaping academic and life outcomes. Individuals generally possess one of two mindsets- a fixed or a growth mindset—each promoting different responses to success, failure, and challenge.Fixed vs. Growth MindsetA fixed mindset assumes that one's...
26
Self-Efficacy01:29

Self-Efficacy

16
Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
16
Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

14
Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
14
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

5.5K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.5K
Critical Thinking01:19

Critical Thinking

507
Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
507
Metacognition01:26

Metacognition

305
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
305

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Employment Resources and the Physical and Mental Health of Mothers of Young Children.

Journal of family issues·2026
Same author

Language markers of student beliefs signal college success.

Communications psychology·2026
Same author

Obtaining comparable measurement of midlife cognitive functioning from disparate cognitive tasks.

Neuropsychology·2026
Same author

iMSC-derived extracellular vesicles and their miRNA cargo influence inflammation and oxidative damage in an in vitro osteoarthritis model.

Cell death & disease·2026
Same author

Algae-Derived Bioactive Compounds as Platforms for Translational Biotechnology and Health Applications.

Biotech (Basel (Switzerland))·2026
Same author

The psychosocial and functional impact of an unruptured AVM diagnosis: A mixed-methods exploratory analysis.

Clinical neurology and neurosurgery·2026
Same journal

Boosting Media Literacy Using Lateral Reading and Online Search Interventions.

Psychological science·2026
Same journal

A Field Experiment Testing Whether Accountability Reduces Racial Gaps in Performance Evaluations.

Psychological science·2026
Same journal

Does Testosterone Affect Cognitive Reflection? Evidence From a Double-Blind, Randomized Controlled Study of 1,000 Participants.

Psychological science·2026
Same journal

Does Overconfidence Really Confer Adaptive Benefits to Children's Learning?

Psychological science·2026
Same journal

How Does the Mind Grow? Cross-Cultural Intuitive Theories of Mental Development.

Psychological science·2026
Same journal

Not All Practice Is Created Equal: Longitudinal Evidence From Over 40,000 Chess Players.

Psychological science·2026
See all related articles

Related Experiment Video

Updated: Oct 9, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K

Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work.

David S Yeager1,2, Jamie M Carroll2,3, Jenny Buontempo2

  • 1Department of Psychology, The University of Texas at Austin.

Psychological Science
|December 22, 2021
PubMed
Summary
This summary is machine-generated.

Growth-mindset interventions are most effective when teachers also hold a growth mindset. Student success in developing intellectual abilities depends on supportive classroom environments, not just individual beliefs.

Keywords:
adolescenceaffordancesgrowth mindsetimplicit theoriesmotivationopen dataopen materialspreregisteredwise interventions

More Related Videos

Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement
12:22

Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Published on: July 1, 2015

23.9K
The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

5.9K

Related Experiment Videos

Last Updated: Oct 9, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K
Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement
12:22

Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Published on: July 1, 2015

23.9K
The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

5.9K

Area of Science:

  • Educational Psychology
  • Social Psychology
  • Developmental Psychology

Background:

  • Growth-mindset interventions aim to foster the belief that intellectual abilities are malleable.
  • Previous research on the National Study of Learning Mindsets (NSLM) focused on school-level moderators.
  • The efficacy of growth-mindset interventions may depend on contextual factors beyond the student.

Purpose of the Study:

  • To investigate whether students' growth mindsets require teacher support for effective implementation.
  • To examine the role of teachers' mindsets as a moderator in growth-mindset interventions.
  • To test the mindset-plus-supportive-context hypothesis.

Main Methods:

  • Analysis of data from the National Study of Learning Mindsets (NSLM).
  • Examination of 9,167 student records matched with 223 math teachers.
  • Statistical analysis accounting for potentially confounding teacher factors and Bayesian analysis.

Main Results:

  • Student growth mindsets are more effective when teachers also possess a growth mindset.
  • The results supported the hypothesis that a supportive teacher mindset is crucial.
  • The positive effects of growth-mindset interventions are contingent on the classroom context.

Conclusions:

  • Sustaining the effects of growth-mindset interventions necessitates supportive contextual factors.
  • Teacher mindsets play a critical role in enabling students to benefit from growth-mindset principles.
  • Classroom culture, specifically the teacher's mindset, is essential for growth mindset interventions to flourish.