Work

How growth mindset shapes math achievement: The moderating role of classroom practices and the mediating role of engagement across adolescence.

Year: 2026

Type: article

Abstract: = 1.56; 54% female; 69% White, 26% Black; 49% low-income) participated in a longitudinal study conducted over one academic year. Students completed measures of motivation and reported on the classroom practices of their math teachers. Math course grades were obtained from school records. Results show that the overall effect of a growth mindset on math achievement was positive, and growth-oriented classroom practices positively moderated this effect. However, both the overall mindset effect and the moderation effect declined in upper grades. The mediating role of engagement in the association between a growth mindset and math achievement was positive but modest on average. Importantly, this mediation effect was stronger in the presence of growth-oriented classroom practices, particularly in Grade 10. These findings highlight the importance of supportive classroom practices and developmental stages in enhancing the motivational and academic benefits of a growth mindset. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Source: Developmental Psychology

DOI: 10.1037/dev0002181

Authors: Tetsuya Yamada, Xu Qin, Christina L. Scanlon, Ming-Te Wang

Institutions: University of Pittsburgh, University of Chicago

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funders: Spencer Foundation, University of Pittsburgh