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Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D. Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., Hahn, P. R., Dweck, C. S. et al. (2019). A National Experiment Reveals Where a Growth Mindset Improves Achievement. Nature, 573, 364-369.
https://doi.org/10.1038/s41586-019-1466-y

has been cited by the following article:

• TITLE: High School Teachers Describe Growth Mindset Related to Teaching Pedagogy and Students’ Academic Achievement

  AUTHORS: Kathleen G. Dell’Arena Schnorr

  KEYWORDS: Growth Mindset, Fixed Mindset, Teaching Pedagogy, Academic Achievement, Growth Mindset Scale, Kind of Person Implicit Theory Scale, High School

  JOURNAL NAME: Psychology, Vol.13 No.7, July 14, 2022

  ABSTRACT: The purpose of this qualitative descriptive study was to explore how high school teachers described the influence of a growth mindset as it related to teaching pedagogy and students’ academic achievement for grades 9, 10, 11, and 12 at a sizable urban public-school district in northern New Jersey. Dweck’s (2016a) mindset theory was used as the theoretical foundation. There were 11 interviews and two focus groups conducted on Zoom. A thematic analysis included the construction of seven themes derived from the given data generated through transcriptions on Trint and coding on MAXQDA. The findings were that when teachers applied growth mindset in teaching pedagogy, most students developed a growth mindset, were able to transfer a growth mindset into various domains, and demonstrated success in academic achievement.