However, a new large-scale study questions the effectiveness of many programs based on this approach when it comes to improving students’ academic performance.
What Did the New Study Show?
A systematic review and meta-analysis by Brooke N. Macnamara and Alexander P. Burgoyne (2022) covered 63 studies with nearly 98,000 participants. The authors evaluated research design quality, analyses, reporting standards, and potential publication bias.
- The average effect of the growth mindset on academic achievement was very small: Cohen’s d ≈ 0.05.
- When only studies were considered where the intervention actually shifted students’ mindsets (manipulation checks) and design quality was high, the effect became statistically insignificant.
- In the most reliable studies (large sample sizes, minimal biases, strong representativeness), the effect was virtually absent.
Other Studies Confirm
Beyond the work of Macnamara & Burgoyne, recent reviews also indicate that mindset change alone does not guarantee a significant improvement in grades. For example, research by C. Gazmuri (2025) concludes that growth mindset programs aimed at schoolchildren often produce “small or negligible effects” on academic outcomes.
Why Are the Effects So Small or Absent?
Researchers highlight several key reasons and limitations:
- Poor design and reporting quality. Many studies lack proper controls, fail to include manipulation checks, or rely on weak control groups.
- Publication bias. Studies funded or tied to commercial interests are more likely to publish positive, though weak, results.
- Unclear mechanisms. Even when mindset changes in experiments, this does not necessarily translate into higher grades. Motivation, practice, and context all matter — mindset alone is not a cure-all.
- Short measurement windows. Many studies assess short-term effects without checking long-term outcomes over years.
What to Expect from Growth Mindset Programs and What’s Next?
This does not mean that growth mindset is useless — it may boost motivation, openness to learning, and seeing mistakes as part of the process. But it is important to realistically evaluate what these interventions can deliver academically.
- Reassess claims and expectations. Schools and policymakers should be cautious about promising strong improvements in grades through such programs.
- Improve research quality. More rigorous controlled experiments, long-term studies, and transparent reporting are needed.
- Integrated approaches. Growth mindset may be effective as part of a broader system: teacher support, learning strategies, timely feedback, and resources for practice.
- Targeted interventions. These programs may be more beneficial for vulnerable students or those facing significant challenges.
Conclusion
The popularity of growth mindset is understandable: it resonates with the deeply human belief that we can learn, grow, and overcome limits. Yet current scientific evidence shows that mindset alone may not be enough to significantly boost grades. To truly enhance student performance, more comprehensive, evidence-based strategies are likely required.
The research community values the efforts of growth mindset program creators and the students involved. It would be inappropriate to dismiss motivational approaches entirely — they can play an important role in self-understanding, psychological support, and resilience.
Sources:
- “Do Growth Mindset Interventions Impact Students’ Academic Achievement?” — Macnamara & Burgoyne, 2022
- Recent article: internal and external growth mindsets show no direct impact on academic performance — new study, 2025
- C. Gazmuri (2025): Review finds minimal or no effect of growth mindset interventions for school-age students
Disclaimer: This article is intended for informational purposes only and does not provide specific educational recommendations. Every case is unique — before implementing programs in a particular school or classroom, it is important to consult experts and consider local contexts.