Learning Theory Research (OCR GCSE Psychology): Revision Note

Learning theory core study: Blackwell, et al. (2007): fixed & growth mindsets

Background

• Adolescence involves major biological, social, and academic changes, including increased competition, self-evaluation, and pressure to achieve

• Dweck and Leggett (1988) proposed that students hold different beliefs about intelligence:

  • Fixed mindset (entity theory) — intelligence is innate and cannot change

  • Growth mindset (incremental theory) — intelligence is flexible and can be developed with effort

• Research by Henderson and Dweck (1990) found that students with a growth mindset achieved higher grades than those with a fixed mindset

Aim

• To investigate whether students’ theories of intelligence correlate with academic achievement in mathematics (study 1) and to test whether a growth mindset intervention can improve motivation and performance (study 2)

Study 1:

Method

• Type of study:

  • Correlational longitudinal study conducted over five years

• Variables:

  • Independent variable (IV): Students’ theory of intelligence (fixed vs growth)

  • Dependent variable (DV): Mathematics achievement across seventh and eighth grade

• Sample:

  • 373 students (198 female, 175 male) from four successive seventh-grade classes in a New York City public school

  • Participants came from varied ethnic and socioeconomic backgrounds:

    • 205 African American, 101 South Asian, 56 Hispanic, and 11 East Asian/European American

• Procedure:

  • Participants completed a motivational questionnaire at the start of 7th grade, measuring:

    • theory of intelligence (e.g., “You can learn new things but can’t really change your intelligence”)

    • learning goals (e.g., “I like to learn new things”)

    • effort beliefs and responses to failure

  • Maths grades were collected at the end of the 7th and 8th grades

  • Data were analysed to see whether students with growth mindsets achieved higher maths grades than those with fixed mindsets over time

Results

• At the start of 7th grade, there was no correlation between mindset and maths scores

• By the end of 8th grade, students with a growth mindset achieved higher maths grades than those with a fixed mindset

• The belief that intelligence is changeable predicted academic improvement

Study 2:

Method

• Type of study:

  • Correlational field study with an experimental intervention — using an independent measures design

• Variables:

  • Independent variable (IV): Whether students took part in the growth mindset intervention or not

  • Dependent variables (DVs): Changes in mindset, motivation, and mathematics achievement

• Sample:

  • 99 seventh-grade students (49 female, 50 male) from the same New York school

  • Randomly allocated to either the:

    • experimental group — received growth mindset intervention

    • control group — received lessons unrelated to mindset

  • Participants varied in socioeconomic status and ethnicity

• Procedure:

  • Participants completed the same motivational questionnaire at the start of the study

  • They were then randomly assigned to the experimental or control group

  • Both groups attended eight weekly lessons on brain function and study skills

    • The experimental group were taught that the brain grows stronger with learning (“learning changes the brain”)

    • The control group received lessons on memory and learning strategies without growth mindset messages

  • After the 8-week programme, students completed a second questionnaire, and their maths grades were recorded

  • Teachers, unaware of group allocation, reported on students’ motivation and engagement

Results

• The experimental group students:

  • scored significantly higher on mindset-related questions (showed more positive, flexible beliefs)

  • gained higher maths grades from the autumn to the spring term than the control group

  • were rated by teachers as showing greater motivation (27% vs 9%)

• There was no difference between groups on general knowledge tests

• The growth mindset intervention improved both attitude and achievement

Conclusions

• Students who believe intelligence is malleable show greater motivation and higher academic achievement over time

• Teaching students that their effort can change their intelligence improves confidence and performance

• Growth mindset interventions can help students, particularly during transitions like starting secondary school

Criticisms

• Cultural bias:

  • The study was conducted only in New York City, limiting how far the findings can be generalised to other regions or countries with different education systems

  • It would need to be replicated across different contexts before confidently claiming that growth mindset has a universally positive effect on achievement

• Confounding variables:

  • In Study 2, the experimental group also received additional anti-stereotyping training, which may have boosted group cohesion or motivation rather than directly improving mindset

  • This introduces a validity issue, as it’s unclear whether improvements were caused by the intervention itself or by these extra factors

• Effect size:

  • Although statistically significant, the overall impact was relatively small, raising doubts about the long-term effectiveness of growth mindset interventions

• Reductionist:

  • The study focused solely on students’ mindsets, overlooking other key influences such as teachers, parents, and the wider learning environment

  • E.g. if parents also believe intelligence can change, their encouragement could reinforce students’ growth mindset — something not accounted for in the study