Do socializers’ mindset beliefs matter for student mindset and achievement? A meta-analysis

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-05-01 DOI:10.1016/j.lindif.2025.102709

Carlton J. Fong , Katherine Muenks , Zohreh Fathi , Semilore F. Adelugba , Madeline C. O’Grady , Shengjie Lin , Miranda G. Goldstein

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引用次数: 0

Abstract

Decades of research have found that students’ intelligence mindset beliefs are meaningful precursors to their achievement. However, many questions remain regarding how socializers, including educators, parents, and peers, shape the development of students’ mindsets and academic achievement. To address mixed findings, we conducted a meta-analysis on the associations between socializers’ (educators, parents, and peers) mindsets and students’ mindsets and academic achievement, aggregating findings from 62 studies with 79 unique samples. Mindset beliefs of all three socializers (educators, parents, and peers) were robustly associated with students’ mindsets. However, only educators’ mindsets were significantly linked with students’ academic achievement. Associations between educator and student mindset were stronger for postsecondary students (versus secondary students) and for students’ reports (versus educator reports) of educator mindset. Our synthesis highlights the importance of socializer mindsets and implications for how they are measured and in which contexts. How growth mindset-supportive cultures might be fostered, and future research are discussed.

Educational implications statement

Educators, parents, and peers (i.e., socializers) play important roles in shaping the motivation and academic achievement of students. Our study focuses on the way socializers’ growth mindsets relate to learners’ mindsets and academic performance, summarizing results across many prior studies. The more that socializers believed that intelligence can grow, the more students endorsed similar beliefs. Educators’ growth mindset beliefs were also positively linked with students’ academic performance. The links between educator mindset and student mindset were stronger when students were the ones reporting on educator beliefs (rather than educators self-reporting their own beliefs) and for college students (versus high school and middle school students). This study advances the current state of the research on socializers’ intelligence mindsets.

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社交者的心态信念对学生的心态和成就有影响吗？一个荟萃分析

几十年的研究发现，学生的智力思维信念是他们取得成就的有意义的前兆。然而，关于包括教育者、父母和同龄人在内的社交者如何塑造学生心态和学业成就的发展，仍然存在许多问题。为了解决这些混杂的发现，我们对社交者（教育者、家长和同龄人）心态与学生心态和学业成绩之间的关系进行了荟萃分析，汇总了来自62项研究的79个独特样本的结果。所有三种社交者（教育者、父母和同伴）的心态信念与学生的心态密切相关。然而，只有教育工作者的心态与学生的学业成绩有显著的联系。教育工作者和学生心态之间的关联在大专学生（与中学生相比）和学生报告（与教育工作者报告相比）中更强。我们的综合强调了社交心态的重要性，以及如何衡量和在何种背景下衡量社交心态的含义。如何培养支持成长心态的文化，并讨论了未来的研究。教育意义陈述教育工作者、家长和同伴（即社交者）在塑造学生的学习动机和学业成就方面发挥着重要作用。我们的研究重点是社交者的成长心态与学习者的心态和学习成绩之间的关系，总结了许多先前研究的结果。社交者越相信智力可以增长，就有越多的学生认同类似的观点。教育工作者的成长心态信念也与学生的学习成绩呈正相关。当学生报告教育者信念（而不是教育者自我报告自己的信念）和大学生（相对于高中生和初中生）时，教育者心态和学生心态之间的联系更强。本研究为社会化者智力心态的研究提供了新的思路。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).