According to mindset theory, pupils who possess a growth mentality attain higher levels of achievement compared to those who possess a fixed mindset. A comprehensive analysis of 63 studies revealed significant deficiencies in the design, analysis, and reporting of the research. The impact of growth mindset interventions on academic achievement was minimal and statistically insignificant, even when taking into account high-quality evidence. The observed outcomes of these interventions can be ascribed to insufficient research design, reporting deficiencies, and bias.

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