Author (year)

Title

Sample

Method

Role of Mindset

Participant

Size (gender)

Grade (country)

Collecting

Analyzing

1

Ahmavaara and

Houston (2007)

The Effects of Selective Schooling and Self-concept on Adolescents’ Academic Aspiration: An Examination of Dweck’s Self-Theory

Student

N = 856 (M = 427, F = 429)

M (Britain)

Q

DS & RA & PMA

Cause

2

Aronson, Fried, and Good (2002)

Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence

Student

N = 79

U ( USA)

Q

ANOVA & FA

Cause

3

Blackwell, Trzesniewski, and Dweck (2007)

Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention

Student

Study 1: N = 373 (M = 175, F = 198);

Study 2: N = 99 (M = 50, F = 49)

M (USA)

Q

RA & HLM

Cause

4

Chen and Pajares (2010)

Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science

Student

N = 508

E (USA)

Q

DS & PMA

Cause

5

Claro, Paunesku, and Dweck (2016)

Growth Mindset Tempers the Effect of Poverty on Academic Achievement

Student

N = 168,203

E (Chile)

Q

HLM

Cause/ Mediator

6

Dupeyrat and

Mariné (2005)

Implicit Theories of Intelligence, Goal Orientation, Cognitive Engagement, and Achievement: A Test of Dweck’s Model with Returning to School Adults

Student

N = 76 (M = 31, F = 45)

M (France)

Q

FA

No

7

Fonseca et al. (2009)

When Depression Mediates the Relationship Between Entity Beliefs and Performance

Student

N = 353 (M = 175, F = 178)

M (France)

T & Q

RA

Cause

8

Gonida, Kiosseoglou, and Leondari (2006)

Implicit Theories of Intelligence, Perceived Academic Competence, and School Achievement: Testing

Alternative Models

Student

First phase: N = 232 (M = 115, F = 117); Second phase: N = 187 (M = 91, F = 96)

E & M (Greece)

Q

ANOVA

Outcome

9

Good, Aronson, and Inzlicht (2003)

Improving Adolescents’ Standardized Test Performance: An Intervention to Reduce the Effects of

Stereotype Threat

Student

N = 138 (M = 76, F = 62)

M (USA)

I

ANOVA

Cause

10

Cury, Fonseca, Zahn, and Elliot

(2008)

Implicit Theories and IQ Test Performance: A Sequential Mediational Analysis

Student

Study1: N = 47 (M = 23, F = 24);

Study 2: N = 86 (M = 41, F = 45)

M (France)

Q

DS & FA & RA

Cause

11

Heyman and Dweck (1998)

Children's Thinking about Traits: Implications for Judgments of the Self and Others

Student

Study 1: N = 86 (M = 40, F = 46); Study 2: N = 116 (M = 58, F = 58)

E (USA)

I

FA & ANOVA

Cause

12

Leondari and

Gialamas (2002)

Implicit Theories, Goal Orientations, and Perceived Competence: Impact on Students’ Achievement

Behavior

Student

N = 451 (M = 204, F = 247)

E & M (Greece)

Q

FA

Cause/ No¹

13

Mouratidis, Michou, and Vassiou (2017)

Adolescents’ Autonomous Functioning and Implicit Theories of Ability as Predictors of Their School Achievement and Week-to-Week Study Regulation and Well-being

Student

N = 179 (M = 64, F = 115)

M (Greece)

Q

DS & FA & RA

Mediator