ArticleThe British journal of educational psychology2025
The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Nature-based meaning-focused photography intervention enhances subjective well-being: A three-arm randomized controlled study.Applied psychology. Health and well-being · 2026Trial
- The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning.The British journal of educational psychology · 2025Article
- Longitudinal Links Between Perceived Family Support, Self-Efficacy, and Growth Mindset of Intelligence Among Chinese Children.Behavioral sciences (Basel, Switzerland) · 2025Article
- Relationships between growth mindsets and math achievement across socioeconomic status in 74 countries: Evidence from PISA 2022.PloS one · 2025Article
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Authors and funding
2 authors.
Funding
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Abstract
backgroundPast studies on mindsets have mostly examined them as an individual difference variable. However, the mindset-by-context framework argues that mindsets do not occur within a vacuum, and their successful implementation depends on the social context. One of the most important social contexts for students is the socioeconomic conditions of their families, schools and countries.
aimsThis study aimed to examine whether growth mindsets were associated with focal learning-related outcomes and whether socioeconomic conditions moderated the association between growth mindsets and focal outcomes.
methodsMultilevel moderated analyses were conducted to analyse the Program for International Student Assessment (PISA) 2018 database with 612,004 students from 80 countries.
resultsHaving a growth mindset was positively associated with academic achievement, intrinsic motivation and academic engagement. Furthermore, students from affluent families, schools, and countries benefited more from the growth mindset, supporting the 'rich get richer' hypothesis. We did not find any support for the compensatory hypothesis, which assumes that growth mindsets would be more advantageous for disadvantaged students.
conclusionThis study extends mindset research by emphasizing the role of social context, particularly socioeconomic conditions at the family, school and country levels.
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