Return to References: Learner Mindset factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Modified intelligence Mindset Scale: (Cain & Dweck, 1995): A short survey on mindset beliefs, with language modified for younger learners.
Bai, B., & Wang, J. (2023). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207-228.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self‐efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222.
Bernardo, A. B., Cai, Y., & King, R. B. (2021). Society‐level social axiom moderates the association between growth mindset and achievement across cultures. British Journal of Educational Psychology, 91(4), 1166-1184.
Bihlmaier, I., & Schlarb, A. A. (2016). Self-efficacy and sleep problems. Somnologie, 4(20), 275-280.
Blackwell, L.S., Trzesniweski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14(2), 153-164.
Chen, J., & Liu, C. (2023). The longitudinal association between children's growth mindset in senior primary school and their parents' growth mindset. Frontiers in Psychology, 14, 1110944.
Chiu, M. M., Chow, B. W. Y., McBride, C., & Mol, S. T. (2016). Students' sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47(2), 175-196.
Cohrdes, C., & Mauz, E. (2020). Self-efficacy and emotional stability buffer negative effects of adverse childhood experiences on young adult health-related quality of life. Journal of Adolescent Health, 67(1), 93-100.
Corenblum, B. (2014). Relationships between racial–ethnic identity, self-esteem and in-group attitudes among First Nation children. Journal of Youth and Adolescence, 43, 387-404.
Cvencek, D., Fryberg, S. A., Covarrubias, R., & Meltzoff, A. (2018). Self-concept, self-esteem, and academic achievement of minority and majority North American elementary school children. Child Development, 89(4), 1099-1109.
de Bree, E., & Zee, M. (2021). The unique role of verbal memory, vocabulary, concentration and self-efficacy in children's listening comprehension in upper elementary grades. First Language, 41(2), 129-153.
de Ruiter, N. M. P., & Thomaes, S. (2023). A process model of mindsets: Conceptualizing mindsets of ability as dynamic and socially situated. Psychological Review.
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481-496.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. S. (2007). The perils and promises of praise. Ascd, 65(2), 34-39.
Dweck, C. S. (2010). Mindsets and equitable education. Principal Leadership, 10, 26-29.
Dweck, C. S. (2017). The journey to children's mindsets—and beyond. Child Development Perspectives, 11(2), 139-144.
Faircloth, B. S., & Hamm, J. V. (2005). Sense of belonging among high school students representing 4 ethnic groups. Journal of Youth and Adolescence, 34, 293-309.
Gunderson, E. A., Sorhagen, N. S., Gripshover, S. J., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets. Developmental Psychology, 54(3), 397.
Gutshall, C. A. (2013). Teachers' mindsets for students with and without disabilities. Psychology in the Schools, 50(10), 1073-1083.
Haase, J., Hoff, E. V., Hanel, P. H., & Innes-Ker, Å. (2018). A meta-analysis of the relation between creative self-efficacy and different creativity measurements. Creativity Research Journal, 30(1), 1-16.
Haimovitz, K., & Dweck, C. S. (2016). Parents' views of failure predict children's fixed and growth intelligence mind-sets. Psychological Science, 27(6), 859-869.
Haimovitz, K., & Dweck, C. S. (2016). What predicts children's fixed and growth intelligence mind-sets? Not their parents' views of intelligence but their parents' views of failure. Psychological Science, 27(6), 859-869.
Haimovitz, K., & Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849-1859.
Hanson, J. (2017). Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms. Journal of Educational Issues, 3(1), 44-63.
Hargreaves, E., Quick, L., & Buchanan, D. (2021). Systemic threats to the growth mindset: Classroom experiences of agency among children designated as ‘lower-attaining'. Cambridge Journal of Education, 51(3), 283-299.
Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835.
Kapasi, A., & Pei, J. (2022). Mindset theory and school psychology. Canadian Journal of School Psychology, 37(1), 57-74.
Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets. Developmental Psychology, 54(3), 397-409.
Li, Y., & Bates, T. (2019). You can't change your basic ability, but you work at things, and that's how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability. Journal of Experimental Psychology: General, 148(9), 1640-1655.
Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23(4), 515-526.
Malecki, C. K., Demaray, M. K., Elliott, S. N., & Nolten, P. W. (2000). Child and adolescent social support scale. Psychology in the Schools.
Master, A. H., & Meltzoff, A. N. (2020). Cultural stereotypes and sense of belonging contribute to gender gaps in STEM. Grantee Submission, 12(1), 152-198.
McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109(3), 267-281.
Morales, D. X., Grineski, S. E., & Collins, T. W. (2023). Racial/ethnic and gender inequalities in third grade children's self-perceived STEM competencies. Educational Studies, 49(2), 402-417.
O'Rourke, E., Haimovitz, K., Ballweber, C., Dweck, C., & Popović, Z. (2014). Brain points: A growth mindset incentive structure boosts persistence in an educational game. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 3339-3348.
Parcel, G. S., Edmundson, E., Perry, C. L., Feldman, H. A., O'Hara‐Tompkins, N., Nader, P. R., ... & Stone, E. J. (1995). Measurement of self‐efficacy for diet‐related behaviors among elementary school children. Journal of School Health, 65(1), 23-27.
Peers, C., Issartel, J., Behan, S., O'Connor, N., & Belton, S. (2020). Movement competence: Association with physical self-efficacy and physical activity. Human Movement Science, 70, 102582.
Perry, N. E. (2019). Recognizing early childhood as a critical time for developing and supporting self-regulation. Metacognition and Learning, 14(3), 327-334.
Rittmayer, A. D., & Beier, M. E. (2008). Overview: Self-efficacy in STEM. SWE-AWE CASEE Overviews, 1(3), 12.
Sarrasin, J. B., Nenciovici, L., Foisy, L. M. B., Allaire-Duquette, G., Riopel, M., & Masson, S. (2018). Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis. Trends in Neuroscience and Education, 12, 22-31.
Singh, P., & Bussey, K. (2011). Peer victimization and psychological maladjustment: The mediating role of coping self‐efficacy. Journal of Research on Adolescence, 21(2), 420-433.
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549-571.
Sun, X., Nancekivell, S., Gelman, S. A., & Shah, P. (2021). Growth mindset and academic outcomes: a comparison of US and Chinese students. NPJ Science of Learning, 6(21).
Ting, Y. S., & Yeh, Y. C. (2023). Growth-mindset intervention effects and the relationship of mindset, hope belief, and self-efficacy during creativity game-based learning. Interactive Learning Environments, 1-17.
Torchia, S. P. (2012). Cooperative learning and its effect on fourth-grade mathematics students' achievement, motivation, and self-efficacy. Capella University.
Wang, M. T., Zepeda, C. D., Qin, X., Del Toro, J., & Binning, K. R. (2021). More than growth mindset: Individual and interactive links among socioeconomically disadvantaged adolescents' ability mindsets, metacognitive skills, and math engagement. Child Development, 92(5), e957-e976.
Wasserberg, M. J. (2014). Stereotype threat effects on African American children in an urban elementary school. The Journal of Experimental Education, 82(4), 502-517.
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269.
Zhao, Y., Xu, J., Chen, M., Hao, L., He, Y., Wang, H., & Qin, S. (2022). Growth mindset promotes children's working memory performance through cortico-striatal interaction and fronto-parietal activation. BioRxiv, 2022-07.
Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-efficacy and related beliefs in self-regulation of learning and performance. Handbook of competence and motivation: Theory and application, 313, 41-50.