To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses
[abstract only; full text not retrieved, 2026-10-20] Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). 'To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses.' Psychological Science, 29(4), 549-571. doi:10.1177/0956797617739704. the paper that opened the sceptical case. Two meta-analyses in one article, the first on the mindset-achievement correlation across 273 effects and 365,915 participants, the second on interventions across 43 effects and 57,155 participants. Their conclusion in their own words: overall effects were weak for both, while some results supported specific tenets of the theory, namely that students with low socioeconomic status or who are academically at risk might benefit. CRITICAL CONSTRAINT OBSERVED: the widely circulated intervention figure of 0.08 could not be verified at source and does not appear anywhere in the article; the correlational figure of .09 reaches this file only through Yeager and Dweck's criticism of it and is not printed either.
[abstract only; full text not retrieved, 2026-10-20] Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). 'To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses.' Psychological Science, 29(4), 549-571. doi:10.1177/0956797617739704. the paper that opened the sceptical case. Two meta-analyses in one article, the first on the mindset-achievement correlation across 273 effects and 365,915 participants, the second on interventions across 43 effects and 57,155 participants. Their conclusion in their own words: overall effects were weak for both, while some results supported specific tenets of the theory, namely that students with low socioeconomic status or who are academically at risk might benefit. CRITICAL CONSTRAINT OBSERVED: the widely circulated intervention figure of 0.08 could not be verified at source and does not appear anywhere in the article; the correlational figure of .09 reaches this file only through Yeager and Dweck's criticism of it and is not printed either.
Written from the abstract only; full text not retrieved, 2026-10-20.
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Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549-571.