Keywords
fixed mindset
school aged children
arithmetics
reading comprehension
Mentalidad de crecimiento
Mentalidad fija
niños escolares
aritmética
comprensión lectora
How to Cite
Abstract
Objective. The aim of the paper was to study the relation between mindset and reading comprehension and arithmetic performance of 247 students aged 9 to 12 years from two schools in Argentina. Method. Participants were asked to complete a questionnaire based on a Growth Mindset Scale, and standardized tests of reading comprehension and arithmetic calculation. In addition, school grades provided by teachers and social status data provided by parents/caregivers were used. The design was non-experimental and cross-sectional. Results. Hierarchical regression analyzes showed that the higher the growth mindset, the better the school performance, even when controlling for the effect of social status on these variables. The relation of performance with grades was stronger than with standardized tests.
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