Growth Mindset

This research snapshot provides an overview of a SERN-funded project led by Stephanie Fryberg and Mary Murphy that explored growth mindset classroom climates, defined as students’ shared perception that the teacher believes that all students can master the class material using hard work, effective learning strategies, and asking for help when needed. The study uses a nationally representative sample of 9th grade students in regular U.S. high schools.

This research snapshot provides an overview of a SERN-funded project led by Geoff Cohen and Tanner LeBaron Wallace. In this project, the researchers examined how teachers weave messages of growth, belonging, purpose, and affirmation (or their opposite) into their day-to-day practice, as well as whether creating learning environments that may support adaptive learning mindsets through these verbal messages is related to teachers’ ability to promote gains in students’ math achievement. The snapshot shares key findings, information on the interdisciplinary research team, and insights and future directions for the project.

This research snapshot provides an overview of a SERN-funded project led by Mary Helen Immordino-Yang and Camille Farrington. This project was designed to leverage data collected from a longitudinal, cross-cultural project on the social-emotional brain development of adolescents from economically disadvantaged backgrounds. The researchers explored how students’ neurobiological predispositions in social-emotional processing interact with their learning environments (i.e., community and family) and cultural influences to shape their social functioning over time. The snapshot shares key findings, information on the interdisciplinary research team, and insights and future directions for the project.

This research snapshot provides an overview of a SERN-funded project led by Mesmin Destin. This project examines the relationships between socioeconomic status and adaptive learning mindsets and offers the first estimate of the degree to which perceptions about the nature of intelligence (growth/fixed mindset) are related to both socioeconomic status and academic performance among high school students in the U.S. The snapshot shares key findings, information on the interdisciplinary research team, and insights and future directions for the project.

This research snapshot provides an overview of a SERN-funded project led by Christopher Hulleman and Stephanie Wormington. The project explored whether students’ learning mindsets as they enter college are related to their academic success during the first two years of school. The snapshot shares key findings, information on the interdisciplinary research team, and insights and future directions for the project.

This infographic describes how teachers can create learning environments that can support growth-oriented messages.

This research snapshot provides an overview of a SERN-funded project led by Sidney D'Mello. The project explores how mindsets and other psychological factors can help us to understand what contributes to students’ likelihood of graduating from college and how are these relationships influenced by environmental contexts. The snapshot shares key findings, information on the interdisciplinary research team, and insights and future directions for the project.

This research summary brief provides an overview of a paper by Greg Walton and Tim Wilson, exploring how wise interventions can improve outcomes and implications for policy and practice across a broad range of domains. The brief shares a background on what wise interventions are, how they work, and the ways they can be used to improve outcomes.