Growth mindset intervention in teaching and learning: meta-analysis and content analysis

Abstract

The study intended to explore: 1) general trends and tendencies of using growth mindset interventions in teaching and learning; and 2) the effects of growth mindset interventions on students’ achievement and outcomes. Ten master’s theses and doctoral dissertations, in English with pretest and posttest, published from 2010 to 2019, across the globe, that pass the inclusion criteria, were used to obtain growth mindset intervention characteristics. Content analysis was used to explain research characteristics and descriptive statistics was employed to describe frequency and percentage, while Glass’s and Hedges’ meta-analysis and Comprehensive Meta-Analysis Software (CMA) version 3.0 were tested for the effect sizes of the growth mindset interventions. The results revealed that the general trends and tendencies of growth mindset interventions in teaching and learning were appeared through activities and games in Mathematics classes with fifth to seventh grade of non-at-risk students in a period of fifteen to thirty minutes, once a week, for five to eight weeks, the most. In terms of Meta-Analysis, motivation was reported to have the largest effect size with the high significant levels of growth mindset interventions on regular language classes using lesson plans of forty-five minutes or more with more than eight weeks. In conclusion, it was prevailed that the more the students were positively motivated by growth mindset interventions, the better academic achievement and outcomes they become.