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Does teacher support predict students' growth mindset? A random intercept cross-lagged panel model
Lene Vestad1, Edvin Bru1, Tuomo Virtannen1,2
1Norwegian Center for Learning Environment and Behavioral Research in Education, University of Stavanger, Stavanger, Norway.
The British Journal of Educational Psychology
|July 12, 2025
Summary
Teachers’ support for students’ growth mindset (GM) and students’ GM influence each other. This bidirectional relationship highlights the importance of fostering GM in adolescents.
Area of Science:
- Educational Psychology
- Adolescent Development
Background:
- Teachers play a crucial role in cultivating students' growth mindset (GM).
- Limited research exists on how teachers foster GM and its impact on adolescent students' mindsets.
Purpose of the Study:
- To examine the predictive influence of teachers' support for students' growth mindset (TSGM) on students' GM.
- To investigate the potential bidirectional relationship between TSGM and students' GM.
Main Methods:
- Data collected from 1760 Norwegian adolescents (grades 8-10).
- Random intercept cross-lagged panel modeling used across three waves.
- Analysis distinguished within-person and between-person effects.
Main Results:
- TSGM positively predicted students' GM.
- Students' GM also positively predicted TSGM, indicating a moderate bidirectional relationship.
- A stable, positive correlation was observed between TSGM and GM over time.
Conclusions:
- Teacher support for GM is important, but students' GM also influences teacher support.
- A self-reinforcing cycle exists where students with GM perceive teachers as more supportive.
- Teachers should identify and support students struggling with GM development, emphasizing malleable abilities.
Keywords:
adolescencebidirectional relationshipslower secondary schoolstudents' growth mindsetteachers support for students' growth mindsetMore Related Videos
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