January 28 2024- A recent study challenges the conventional belief that children’s “growth mindset,” along with their attitudes towards learning, has a significant impact on their academic performance. Instead, the study suggests that external factors such as school funding, pre-school placements, and opportunities beyond school play a more crucial role in bringing about meaningful changes. Over the past decade, there has been a focus on interventions in schools targeting children’s attitudes toward learning, including the popularized “growth mindset” approach by Stanford psychology professor Carol Dweck. This approach, aimed at cultivating social and emotional characteristics, has been advocated as a means to bridge the achievement gap between disadvantaged and wealthier students, with notable attention in both the U.S. and the U.K.
It’s Not Their Mindset That’s Holding Children Back At School, Study Finds
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