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Growth Mindset in Action: Teaching Practices That Fuel Student Interest and Academic Success.
Eunjin Seo1, So Yeon Lee2, You-Kyung Lee3
1Texas State University, School of Family and Consumer Sciences, San Marcos, TX, USA.
Journal of Youth and Adolescence
|July 15, 2025
Summary
Growth mindset teaching practices boost academic interest and achievement over time. These benefits are most significant for students facing academic challenges in high school, supporting motivation throughout secondary education.
Area of Science:
- Educational Psychology
- Developmental Psychology
Background:
- Growth mindset-oriented teaching is promoted but long-term effects are understudied.
- Understanding when and for whom these practices are most effective is crucial.
Purpose of the Study:
- To examine the longitudinal prediction of growth mindset teaching on academic interest and achievement.
- To identify specific conditions and student groups benefiting most from these practices.
Main Methods:
- A six-year longitudinal study of 6853 South Korean students (grades 7-12).
- Utilized a random-intercept cross-lagged panel model to analyze data.
Main Results:
- Perceived growth mindset teaching significantly predicted subsequent academic interest and achievement.
- These positive effects were particularly pronounced for students encountering academic difficulties in high school.
Conclusions:
- Growth mindset teaching practices show sustained positive impacts on student motivation and academic outcomes.
- Targeted implementation may be beneficial for students at academic risk during secondary education.
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