The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning

Background

Past studies on mindsets have mostly examined them as an individual difference variable. However, the mindset-by-context framework argues that mindsets do not occur within a vacuum, and their successful implementation depends on the social context. One of the most important social contexts for students is the socioeconomic conditions of their families, schools and countries.

Aims

This study aimed to examine whether growth mindsets were associated with focal learning-related outcomes and whether socioeconomic conditions moderated the association between growth mindsets and focal outcomes.

Methods

Multilevel moderated analyses were conducted to analyse the Program for International Student Assessment (PISA) 2018 database with 612,004 students from 80 countries.

Results

Having a growth mindset was positively associated with academic achievement, intrinsic motivation and academic engagement. Furthermore, students from affluent families, schools, and countries benefited more from the growth mindset, supporting the ‘rich get richer’ hypothesis. We did not find any support for the compensatory hypothesis, which assumes that growth mindsets would be more advantageous for disadvantaged students.

Conclusion

This study extends mindset research by emphasizing the role of social context, particularly socioeconomic conditions at the family, school and country levels.