Mindset as a potential link between family background and high-school achievement
Bibliographic Data
| ID | 2301375 |
|---|---|
| Authors | Elin Svensen (0000-0002-7406-3624, UiS Business School, University of Stavanger, Norway, corresponding author) |
| Year | 2023 |
| Volume | 66 |
| Issue | 3 |
| Pages | 322-342 |
| Publication date | 2023-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Sociologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6993 • E-ISSN: 1502-3869 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00016993221145427 |
| OpenAlex | W4313476431 |
| Language | EN |
| References cited | 36 |
The link between students' family background and their school achievement is well documented. The recent literature has also investigated how social and emotional skills and mindsets relate to educational outcomes. Here I examine how mindset-that is, whether students believe more in that intellectual abilities are fixed or capable of growth-is related to family background and school achievement in Norway. I find that students with higher-educated parents have lower levels of a fixed mindset on entering high school. I also estimate heterogeneity in this association using multilevel modeling. The predicted level of students' fixed mindset is low for higher-performing middle-school students, irrespective of parents' education. Furthermore, low middle-school performance predicts higher levels of a fixed mindset, particularly for students with lower-educated parents. A higher level of fixed mindset on entering high school is related to lower achievement after the first year. The results suggest that students' belief in 'natural talent' is a mechanism worthy of further investigation as it is more malleable than the mechanisms traditionally used to explain differences in academic performance according to family background
Academic achievement · Association (psychology · Developmental psychology · Fixed effects model · Mathematics education · Mindset · Multilevel model · Panel data · Structural equation modeling · Intergenerational and Educational Inequality Studies · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
Advances In Experimental Social Psychology
Education at a Glance 2020
Chapter 12 Interpreting the Evidence on Life Cycle Skill Formation
Effect size measures for multilevel models
The Origins of Children's Growth and Fixed Mindsets
Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation
To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses
Parents’ Views of Failure Predict Children’s Fixed and Growth Intelligence Mind-Sets
A national experiment reveals where a growth mindset improves achievement
Growth mindset tempers the effects of poverty on academic achievement
Best Practices in Conceptualizing and Measuring Social Class in Psychological Research
Maternal Education, Home Environments, and the Development of Children and Adolescents
Mindsets That Promote Resilience
The State Nobility
Growth mindset predicts achievement only among rich students
What can be learned from growth mindset controversies
How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries
Signals, Educational Decision-Making, and Inequality
Mindsets
The Global Increase in the Socioeconomic Achievement Gap, 1964 to 2015
Fifty Years since the Coleman Report
Teacher Effects on Social and Behavioral Skills in Early Elementary School
Overcoming failure in higher education
Compensatory advantage in educational transitions
Class and Cultural Capital--The Case of Class Inequality in Educational Performance
A Dynamic Model of Cultural Reproduction
Social and behavioral skills and the gender gap in early educational achievement
| Citation velocity | historical |
|---|---|
| Highly cited | No |