Exploration of mindset meaning system in an elite competitive schooling context using a mixed-methods approach

Recent controversy surrounding the heterogeneous effects of growth mindset suggests the need to examine mindset meaning systems in diverse educational contexts. Employing a mixed-methods explanatory sequential design, we investigated the mindset meaning system in a competitive elite Korean high school. Quantitative results (n = 343) partially replicated Blackwell et al. (2007)’s findings, generally supporting the mindset meaning system (Dweck & Yeager, 2019): growth mindsets were connected to mastery goals and positive effort beliefs, which were linked to effort-based strategies and lower helpless attributions, respectively. Neither growth mindset nor its motivational outcomes, however, were associated with academic achievement. Qualitative findings from purposefully selected interviewees with different mindset trajectories (n = 14) suggested individual and contextual factors potentially relevant in explaining the lack of association between mindset meaning systems and academic achievement. Student perceptions of mindsets were complicated and nuanced, with one salient aspect being domain-specificity. Regardless of their mindsets and attributions, students devoted increased effort and used strategies they deemed effective to overcome academic difficulties. Effort and strategies were also heavily emphasized in home and school contexts. Integrated findings suggest that while a growth mindset may not directly impact academic achievement in competitive settings, it can still foster adaptive motivation. In addition to promoting a growth mindset, encouraging students to recognize that effort and strategies may not always yield immediate academic success, and normalizing experiences of failure, can support their motivation in competitive learning environments. Further research should examine the mindset meaning system across diverse contexts to extend its applicability.