For moderately good readers, teacher feedback was associated with a stronger growth mindset-but it had no effect on the best readers, and more-struggling readers who got more teacher feedback were actually more likely to have a fixed and negative mindset about their reading ability. Teacher feedback was something of a double-edged sword. For example, teachers who help students learn alternative strategies had students who were 3.5 percentage points more likely to have a growth mindset. In the PISA study, researchers asked students and teachers about three kinds of teaching practices-support, adaptive instruction, and feedback-and analyzed how teacher mindset and practices linked to students’ growth mindset and academic performance. Recent studies have found a teacher’s own mindset-whether he or she believes students’ intelligence and skills aren’t inherent and fixed-is a strong predictor of students’ engagement and academic performance, as well as the severity of race-linked achievement gaps between students.
The report also identified teacher practices that contribute to students’ growth mindsets. “To see this on a global level, it’s really illuminating and it adds another dimension to the story-not just achievement, but well-being,” said Carol Dweck a professor of psychology at Stanford University who coined the term “growth mindset.” “We didn’t know before some of the strongest relations between growth mindset and well-being were found in places that had the weakest links between growth mindset and test scores.” Teacher Supports Are Crucial However, the researchers found that even within these countries and globally, students with a stronger growth mindset showed lower fear of failure, higher self-efficacy and motivation, and better well-being. OECD found students in some East Asian countries and economies, such as Japan, Korea, and Chinese Taipei, saw a smaller academic benefit from having a growth mindset than the average for students in OECD countries. “You look at the country, like Estonia, the number-one performer on PISA in the OECD area, and surprise, surprise, it is also the country that has the largest majority of students that hold the growth mindset,” said Andreas Schleicher, the director of education for the OECD, “and Indonesia, a country whose students struggle on PISA, and also the majority of students believes that intelligence is something they cannot change.” For example, while 75 percent or more of students in Estonia, Denmark, and Germany demonstrated a growth mindset, 26 other countries, including Mexico, Poland, and Hong Kong had fewer than half their students with a growth mindset. The Organization for Economic Cooperation and Development, which administers PISA, found strong differences in mindset by nation, however. In the United States in particular, where about 70 percent of students demonstrated a growth mindset, it was associated with a 60-point higher score in reading. Moreover, after controlling for students’ and schools’ socioeconomic differences, students with a strong growth mindset scored significantly higher on all subjects-31.5 points in reading, 27 points in science, and 23 points in math-compared with students who believed their intelligence was fixed.
Nearly 2 out of 3 students who participated in PISA across all countries demonstrated a growth mindset, according to the study released Thursday. In 2018, the Program for International Student Assessment asked some 600,000 15-year-olds from 78 countries and economies whether they believed their own intelligence is something fixed and unchangeable disagreeing with that has been shown in decades of prior research to predict higher academic achievement through a student’s willingness to persevere in difficult tasks and recover more quickly from failure, among other things. Most of the teenagers participating in the world’s largest math and science test believe that they can improve their own intelligence, and the strength of this “growth mindset” is linked not just to how well they do but to their own sense of well-being.
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