The Impact of Growth Mindset Interventions on Student Achievement

Pong Krit (1), Ming Pong (2), Vicheka Rith (3), Suyitno Suyitno (4)
(1) Rangsit University, Thailand,
(2) Chiang Mai University, Thailand,
(3) National University Cambodia, Cambodia,
(4) Universitas Gresik, Indonesia

Abstract

A student’s underlying beliefs about intelligence—whether it is a fixed trait or can be developed (a “mindset”)—is a powerful predictor of academic resilience and achievement. Fostering a growth mindset, the belief that intelligence is malleable, has been identified as a critical target for educational interventions aimed at improving student success. This study aimed to quantitatively evaluate the impact of a targeted, school-based growth mindset intervention on the academic achievement and perseverance of middle school students in a challenging subject. A quasi-experimental, pre-test/post-test study was conducted with 250 8th-grade students. The intervention group (n=125) participated in six workshops focused on neuroplasticity and growth mindset principles. The control group (n=125) received standard study skills training. Academic achievement was measured by mathematics grades and standardized test scores. The intervention group demonstrated a statistically significant improvement in their mathematics grades (p < .01) and reported higher levels of academic perseverance compared to the control group. The control group showed no significant change in either measure over the same period. Targeted, low-cost growth mindset interventions are an effective strategy for improving student academic achievement. Fostering the belief that intellectual abilities can be developed through effort is a powerful pedagogical tool for enhancing student success and resilience.

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Authors

Pong Krit
pongkki232@gmail.com (Primary Contact)
Ming Pong
Vicheka Rith
Suyitno Suyitno
Krit, P., Pong, M., Rith, V., & Suyitno, S. (2025). The Impact of Growth Mindset Interventions on Student Achievement. Research Psychologie, Orientation Et Conseil, 2(3), 121–134. https://doi.org/10.70177/rpoc.v2i3.2375

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