According to mindset theory, students who believe their personal characteristics can change-that is, those who hold a growth mindset-will achieve more than students who believe their characteristics are fixed. Proponents of the theory have developed interventions to influence students' mindsets, claiming that these interventions lead to large gains in academic achievement. Despite their popularity, the evidence for growth mindset intervention benefits has not been systematically evaluated considering both the quantity and quality of the evidence. Here, we provide such a review by (a) evaluating empirical studies' adherence to a set of best practices essential for drawing causal conclusions and (b) conducting three meta-analyses. When examining all studies (63 studies, N = 97,672), we found major shortcomings in study design, analysis, and reporting, and suggestions of researcher and publication bias: Authors with a financial incentive to report positive findings published significantly larger effects than authors without this incentive. Across all studies, we observed a small overall effect: d¯ = 0.05, 95% CI = [0.02, 0.09], which was nonsignificant after correcting for potential publication bias. No theoretically meaningful moderators were significant. When examining only studies demonstrating the intervention influenced students' mindsets as intended (13 studies, N = 18,355), the effect was nonsignificant: d¯ = 0.04, 95% CI = [-0.01, 0.10]. When examining the highest-quality evidence (6 studies, N = 13,571), the effect was nonsignificant: d¯ = 0.02, 95% CI = [-0.06, 0.10]. We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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成长心态干预会影响学生的学业成绩吗？系统回顾和荟萃分析以及最佳实践建议。


根据心态理论，那些相信自己的个人特征可以改变的学生，即那些持有成长心态的学生，会比那些相信自己的特征是固定的学生取得更大的成就。该理论的支持者已经制定了影响学生心态的干预措施，声称这些干预措施会带来学业成绩的大幅提高。尽管成长心态干预益处的证据很受欢迎，但考虑到证据的数量和质量，尚未对其进行系统评估。在这里，我们通过（a）评估实证研究对得出因果结论所必需的一组最佳实践的遵守情况以及（b）进行三项荟萃分析来提供这样的审查。在审查所有研究（63 项研究，N = 97,672）时，我们发现研究设计、分析和报告方面的重大缺陷，以及研究人员和发表偏见的建议：有经济动机报告积极研究结果的作者比没有经济动机的作者发表的影响明显更大这种激励。在所有研究中，我们观察到较小的总体效应：d¯ = 0.05，95% CI = [0.02, 0.09]，在纠正潜在的发表偏倚后，该效应并不显着。没有理论上有意义的调节器是显着的。当仅检查证明干预措施按预期影响学生心态的研究时（13 项研究，N = 18,355），效果不显着：d ́ = 0.04，95% CI = [-0.01, 0.10]。当检查最高质量的证据时（6 项研究，N = 13,571），效果不显着：d¯ = 0.02，95% CI = [-0.06, 0.10]。我们的结论是，成长心态干预对学业成绩的明显影响可能归因于研究设计不充分、报告缺陷和偏见。 （PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。