The 2018 PISA results revealed that students with a growth mindset tend to perform better academically in 72 out of 74 participating countries. Given the potential benefits of fostering a growth mindset among learners, interventions have been developed to change students' mindset beliefs from fixed to growth. However, sustained changes in students' mindset necessitate an understanding of the broader classroom ecology in which mindset beliefs are formed.
This study focuses on the role of teachers as key socializers of primary school students' mindset beliefs. Specifically, it examines how teachers' own mindset and three instructional practices—mastery- versus performance-oriented practices, autonomy support, and differential treatment based on ability—relate to students' growth mindset.
Participants were a nationally representative sample of fourth graders (N = 2137, aged 10) and their teachers Ireland. Both students and teachers rated their own mindset and the three dimensions of instructional practices. Multilevel structural equation modeling was used to investigate the relationships between teacher mindset, teaching practices (self-reported and student-perceived), and student mindset.
Findings showed that teachers with a growth mindset were more likely to have students who, on average, also endorsed a growth mindset. These teachers were less inclined to use performance-oriented practices. Importantly, when teachers reported greater use of performance-oriented practices and ability-based grouping, students perceived a stronger emphasis on performance and lower autonomy support. In turn, lower perceived autonomy support was associated with a weaker student growth mindset.These results highlight the significance of teacher beliefs and practices in shaping students' mindset development and suggest promising targets for teacher-focused interventions