Exploring the Impact of Growth Mindset Theory on Student Motivation and Academic Achievement: A Review of Recent Literature

Abstract

The notion of the growth mindset (GM), which can be defined as the notion that mental capacity and individual traits can be changed, has become an institution of contemporary educational psychology. The paper is a formal review of the recent information available on the topic, investigating the effect of GM on the key outcomes of students: academic performance and motivation to learn. The literature review establishes a positive correlation that exists between GM and increased resilience, persistence, and general academic achievement. Moreover, studies are starting to find out more about the underlying cognitive (e.g., working memory acceleration, increased executive control) and pedagogical processes (e.g., particular instructional behaviors and the mentality of a teacher) in which GM works. Though there are criticisms of the efficacy of interventions and a methodological bias, there is overwhelming evidence showing GM to be an important psychological process. It is concluded by the paper that the major findings will be synthesized, and some practical, multi-level implications will be offered to educators, parents, and institutional leaders to facilitate the achievement of a more growth-oriented learning environment.