Work

Developmental changes in students’ mindset meaning systems: The role of perceived classroom goal structures

Year: 2025

Type: article

Abstract: • Four profiles were identified based on students’ mindset, effort beliefs, and goals. • Students’ beliefs and goals became more coherent during early adolescence. • Many students shifted from growth to fixed mindset profiles over this period. • Students’ profile changes were predicted by perceived classroom goal structures. Mindsets impact learning by shaping students’ beliefs about effort and achievement goals, creating two distinct meaning systems: a growth mindset-mastery goal system and a fixed mindset-performance goal system. Recent studies reveal that students often hold more complex combinations (profiles) of mindset-related beliefs and goals. Yet, little is known about how these profiles change over time and the contextual factors contributing to the changes. This longitudinal study used a pattern-oriented approach to investigate (a) the naturally occurring profiles based on students’ mindset, effort beliefs, and goals, (b) the stability and change in these profiles over time, and (c) the influence of perceived classroom goal structures on profile changes. The study followed 430 students (210 girls, M age at Time 1 = 12.86 years) over the first two years of secondary school. Four consistent profiles were identified in both years: Growth Mindset-Low Performance Goals , Growth Mindset-Moderate Performance Goals , Mixed Mindset-High Performance Goals , and Fixed Mindset-Disengaged . Although the Growth Mindset-Low Performance Goals profile was the largest in the first year (32 %), there was a noticeable shift toward less desirable profiles over time, with the Fixed Mindset-Disengaged profile becoming the most common by the second year (33 %). Students who initially perceived high mastery and low performance-avoidance goal structures were more likely to belong to and remain in growth mindset profiles. These findings deepen our understanding of the nature, stability, and contextual influences on students’ mindset meaning systems.

Source: Contemporary Educational Psychology

DOI: 10.1016/j.cedpsych.2025.102417

Authors: Junlin Yu, Tieme Janssen, Sibel Altikulaç, Smiddy Nieuwenhuis, Nienke van Atteveldt

Institutions: University of Helsinki, Vrije Universiteit Amsterdam

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,720