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<p>This editorial introduces a Special Issue that focuses on growth mindsets in education. Drawing across the contributions, we identify three overarching themes. First, the papers broaden mindset theory beyond intelligence to include domain-specific beliefs about stress, failure, emotional intelligence, socioeconomic status, teaching competencies, giftedness, and related constructs. Second, they show that mindsets are socially and culturally embedded, shaped through interactions with parents, teachers, peers, and broader institutional and cultural contexts. Third, the collection highlights methodological advances, including new measurement approaches, implicit assessments, longitudinal and multilevel designs, and more integrative analytic strategies. Building on these contributions, we outline key directions for future research, including greater theoretical integration across mindset domains, deeper attention to socio-cultural and developmental processes, and more explicit engagement with mechanisms, heterogeneity, and complex systems perspectives. Together, these directions can strengthen both the explanatory power and practical relevance of mindset scholarship in diverse educational settings.</p>

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Expanding growth mindset research to fulfill its promise in education: international perspectives

  • 期刊论文

  • 发表日期：

    2026年5月27日

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  • Ronnel B. King,
  • Nigel Mantou Lou,
  • Michael Barger

摘要

This editorial introduces a Special Issue that focuses on growth mindsets in education. Drawing across the contributions, we identify three overarching themes. First, the papers broaden mindset theory beyond intelligence to include domain-specific beliefs about stress, failure, emotional intelligence, socioeconomic status, teaching competencies, giftedness, and related constructs. Second, they show that mindsets are socially and culturally embedded, shaped through interactions with parents, teachers, peers, and broader institutional and cultural contexts. Third, the collection highlights methodological advances, including new measurement approaches, implicit assessments, longitudinal and multilevel designs, and more integrative analytic strategies. Building on these contributions, we outline key directions for future research, including greater theoretical integration across mindset domains, deeper attention to socio-cultural and developmental processes, and more explicit engagement with mechanisms, heterogeneity, and complex systems perspectives. Together, these directions can strengthen both the explanatory power and practical relevance of mindset scholarship in diverse educational settings.