Bernardo ABI, Cai Y, King RB. Society-level social axiom moderates the association between growth mindset and achievement across cultures.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021;
91:1166-1184. [PMID:
33576017 DOI:
10.1111/bjep.12411]
[Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 01/29/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND
Meta-analytic studies show that the benefits of the growth mindset on academic achievement are heterogenous. Past studies have explored how individual characteristics and proximal environmental factors could explain these variations, but the role of the broader sociocultural environment has seldom been explored.
AIMS
We investigated society-level social axioms to explain variations in growth mindset effects on achievement across cultures. We hypothesized that three society-level social axioms (social complexity, fate control, and reward for application) imply social norms that would either support or obstruct the growth mindset effect.
SAMPLE AND METHODS
We conducted multilevel SEM with random slopes using data from 273,074 students nested within 39 countries/territories.
RESULTS
We found weaker growth mindset effects in societies with stronger social complexity beliefs; societies believing that there are multiple solutions to problems have social norms that obstruct the growth mindset effects on achievement. No moderating effects were found with other social axioms.
CONCLUSION
Relevant cultural-level normative beliefs should be considered to better assess the relevance of the growth mindset construct.
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