Authors

(year)

Title

Sample

Method (see Appendix)

Role of Mindset

Participant

Size (gender)

Grade

(country)

Collecting

Analyzing

1

Jonsson and Beach (2012)

Predicting the Use of Praise among Pre-Service Teachers: The Influence of Implicit Theories of Intelligence, Social Comparison and Stereotype Acceptance

Teacher

Study 1: N = 176 (M = 23, F = 151); Study 2: N = 151 (M = 10, F = 140, 1 missing)

E & M (Sweden)

Q

RA & FA

Cause

2

Kärkkäinen and Räty (2010)

Parents' and Teachers' Views of the Child's Academic Potential

Teacher

Parent: N = 97 (M = 46, F = 50, 1 missing); Teacher: N = 8 (M = 3, F = 5)

E (Finland)

Q

ANOVA

Cause/ Mediator

3

Kärkkäinen, Räty, and Kasanen (2010)

How Are Children’s Perceptions of the Malleability of Their Academic Competencies Related to Their Teachers’ and Parents’ Views?

Teacher

Student: N = 103 (M = 51, F = 52); Parent: N = 97 (M = 46, F = 50, 1 missing); Teacher: N = 8 (M = 3, F = 5)

E (Finland)

Q

FA

Cause

4

Schmidt, Shumow, and Kackar-Cam

(2015)

Exploring Teacher Effects for Mindset Intervention Outcomes in Seventh-Grade Science Classes

Teacher

Student: N = 160 (M = 67, F = 93); Teachers: N = 2 (F = 2)

M (USA)

O & Q

FA & B-S-A

Cause

5

Shim, Cho, and Cassady (2013)

Goal Structures: The Role of Teachers’ Achievement Goals and Theories of Intelligence

Teacher

N = 209 (M = 45, F = 164)

E (USA)

S

FA & RA & Chi-s A

Cause