Year: 2024
Type: article
Abstract: Students' performance in academic courses highlights the curriculum's development of knowledge and abilities, which is a crucial sign of academic success. The goal of the study is to determine how growth mindset affects students' academic performance in terms of engagement, skill development, information acquisition, and resilience. The purpose of this study is to emphasize the influence on Australian primary and secondary school students (K-12) aged 5-18 years, given the significance of this growth mindset on academic performance. In this study, the content analysis technique is used from 10 different studies and it is identified that there was no discernible growth mindset mediating effect in the relationship between reading achievement and formative assessment approaches. This study makes two different literary contributions. First of all, it links two related study streams: attitude and formative evaluation. This study has demonstrated that the connection between these two strands might lead to enhanced synergy between exterior educational approaches and internal psychological processes.
Author: Xiaoyuan Liu
Institution: The University of Melbourne
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4403690928