According to mindset theory, students who believe their personal characteristics can change-that is, those who hold a growth mindset-will achieve more than students who believe their characteristics are fixed. Proponents of the theory have developed interventions to influence students' mindsets, claiming that these interventions lead to large gains in academic achievement. Despite their popularity, the evidence for growth mindset intervention benefits has not been systematically evaluated considering both the quantity and quality of the evidence. Here, we provide such a review by (a) evaluating empirical studies' adherence to a set of best practices essential for drawing causal conclusions and (b) conducting three meta-analyses. When examining all studies (63 studies, N = 97,672), we found major shortcomings in study design, analysis, and reporting, and suggestions of researcher and publication bias: Authors with a financial incentive to report positive findings published significantly larger effects than authors without this incentive. Across all studies, we observed a small overall effect: d¯ = 0.05, 95% CI = [0.02, 0.09], which was nonsignificant after correcting for potential publication bias. No theoretically meaningful moderators were significant. When examining only studies demonstrating the intervention influenced students' mindsets as intended (13 studies, N = 18,355), the effect was nonsignificant: d¯ = 0.04, 95% CI = [-0.01, 0.10]. When examining the highest-quality evidence (6 studies, N = 13,571), the effect was nonsignificant: d¯ = 0.02, 95% CI = [-0.06, 0.10]. We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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成长心态干预会影响学生的学业成绩吗？系统回顾和荟萃分析，提供最佳实践建议。

根据心态理论，相信自己的个人特征可以改变的学生——即持有成长心态的学生——会比认为自己的特征是固定的学生取得更多的成就。该理论的支持者已经开发出干预措施来影响学生的心态，声称这些干预措施可以大大提高学业成绩。尽管它们很受欢迎，但考虑到证据的数量和质量，尚未对成长心态干预益处的证据进行系统评估。在这里，我们通过（a）评估实证研究对得出因果结论所必需的一组最佳实践的遵守情况和（b）进行三项荟萃分析来提供这样的评论。在检查所有研究（63 项研究，N = 97,672）时，我们发现研究设计、分析、和报告，以及研究人员的建议和出版偏见：有经济动机报告积极发现的作者发表的效果明显大于没有这种动机的作者。在所有研究中，我们观察到一个小的总体效应：d¯ = 0.05, 95% CI = [0.02, 0.09]，在校正潜在的发表偏倚后不显着。没有理论上有意义的调节者是显着的。当仅检查表明干预影响学生心态的研究时（13 项研究，N = 18,355），效果不显着：d¯ = 0.04, 95% CI = [-0.01, 0.10]。在检查最高质量的证据（6 项研究，N = 13,571）时，效果不显着：d¯ = 0.02, 95% CI = [-0.06, 0.10]。我们得出结论，成长心态干预对学业成就的明显影响可能归因于研究设计不足、报告缺陷和偏见。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。