Does Students’ Socioeconomic Status Moderate the Relationship between Growth Mindset and Learning Achievement: Evidence from PISA 2018 for Kazakhstan
Abstract
Multiple studies demonstrate a positive association between having a growth mindset and learning achievement. However, recent research reveals that several aspects might moderate this relationship, such as psychological factors, the socioeconomic background of families, sense of belonging to school community, or school characteristics. The present study examines how socioeconomic status (SES) moderates the relationship between growth mindset and academic performance in reading drawing on a nationally representative sample of Kazakhstani students from the PISA 2018 database. The findings suggest that the socioeconomic status of students is a significant moderator in the relationship between growth mindset and learning achievement. The results show that beliefs about growth mindset account for higher learning achievement among both high and low-SES students in Kazakhstan. The last section discusses the policy implications these results have for Kazakhstan.
Downloads
References
Avvisati F. (2020) The Measure of Socio-Economic Status in PISA: A Review and Some Suggested Improvements. Large-Scale Assessments in Education, vol. 8, June, Article no 8. https://doi.org/10.1186/s40536-020-00086-x
Avvisati F., Echazarra A., Givord P., Schwabe M. (2019) Results from PISA 2018 — Kazakhstan. Paris: OECD. Available at: https://www.oecd.org/pisa/publications/PISA2018_CN_KAZ.pdf (accessed 20 August 2024).
Bahník Š., Vranka M.A. (2017) Growth Mindset Is Not Associated with Scholastic Aptitude in a Large Sample of University Applicants. Personality and Individual Differences, vol. 117, October, pp. 139–143. https://doi.org/10.1016/j.paid.2017.05.046
Bernardo A.B. (2020) Socioeconomic Status Moderates the Relationship between Growth Mindset and Learning in Mathematics and Science: Evidence from PISA 2018 Philippine Data. International Journal of School & Educational Psychology, vol. 9, no 2, pp. 208–222. https://doi.org/10.1080/21683603.2020.1832635
Bernardo A.B., Cai Y., King R.B. (2021) Society‐Level Social Axiom Moderates the Association between Growth Mindset and Achievement across Cultures. British Journal of Educational Psychology, vol. 91, no 4, pp.1166-1184. https://doi.org/10.1111/bjep.12411
Bernardo A.B.I., Ganotice F.A., King R.B. (2015) Motivation Gap and Achievement Gap between Public and Private High Schools in the Philippines. The Asia-Pacific Education Researcher, vol. 24, no 4, pp. 657–667. https://doi.org/10.1007/s40299-014-0213-2
Bettinger E., Ludvigsen S., Rege M., Solli I.F., Yeager D. (2018) Increasing Perseverance in Math: Evidence from a Field Experiment in Norway. Journal of Economic Behavior & Organization, vol. 146, February, pp. 1–15. https://doi.org/10.1016/j.jebo.2017.11.032
Blackwell L.S., Trzesniewski K.H., Dweck C.S. (2007) Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, vol. 78, no 1, pp. 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
Brez C., Hampton E.M., Behrendt L., Brown L., Powers J. (2020) Failure to Replicate: Testing a Growth Mindset Intervention for College Student Success. Basic and Applied Social Psychology, vol. 42, no 6, pp. 460–468. https://doi.org/10.1080/01973533.2020.1806845
Burnette J.L., Pollack J.M., Forsyth R.B., Hoyt C.L., Babij A.D., Thomas F.N., Coy A.E. (2020) A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-Efficacy and Career Development. Entrepreneurship Theory and Practice, vol. 44, no 5, pp. 878–908. https://doi.org/10.1177/1042258719864293
Chankseliani M., Gorgodze S., Janashia S., Kurakbayev K. (2020) Rural Disadvantage in the Context of Centralised University Admissions: A Multiple Case Study of Georgia and Kazakhstan. Compare: A Journal of Comparative and International Education, vol. 50, no 7, pp. 995–1013. https://doi.org/10.1080/03057925.2020.1761294
Chen J.A., Pajares F. (2010) Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science. Contemporary Educational Psychology, vol. 35, no 1, pp. 75–87. https://doi.org/10.1016/j.cedpsych.2009.10.003
Chiu C.Y., Hong Y.Y., Dweck C.S. (1997) Lay Dispositionism and Implicit Theories of Personality. Journal of Personality and Social Psychology, vol. 73, no 1, pp. 19–30. https://doi.org/10.1037/0022-3514.73.1.19
Claro S., Paunesku D., Dweck C.S. (2016) Growth Mindset Tempers the Effects of Poverty on Academic Achievement. Proceedings of the National Academy of Sciences, vol. 113, no 31, pp. 8664–8668. https://doi.org/10.1073/pnas.1608207113
Corradi D., Nicolaï J., Levrau F. (2019) Growth Mindset and Its Predictive Validity—Do Migration Background and Academic Validation Matter? Higher Education, vol. 77, June, pp. 491–504. https://doi.org/10.1007/s10734-018-0286-6
Costa A., Faria L. (2018) Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review. Frontiers in Psychology, vol. 9, June, Article no 829. https://doi.org/10.3389/fpsyg.2018.00829
Destin M., Hanselman P., Buontempo J., Tipton E., Yeager D.S. (2019) Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States? AERA Open, vol. 5, no 3. https://doi.org/10.1177/2332858419857706
Dweck C.S. (2008) Mindset: The New Psychology of Success. New York, NY: Random House.
Dweck C.S. (2000) Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia, PA: Psychology Press.
Dweck C.S., Chiu C.Y., Hong Y.Y. (1995) Implicit Theories and Their Role in Judgments and Reactions: A Word from Two Perspectives. Psychological Inquiry, vol. 6, no 4, pp. 267–285. https://doi.org/10.1207/s15327965pli0604_1
Fillipova L., Bilyalov D.N. (2019) The Relationship between Emotional Intelligence and Academic Achievement among Undergraduate Students in Kazakhstan. Bulletin of National Academy of Sciences of the Republic of Kazakhstan, no 4(386), pp. 265–273. https://doi.org/10.32014/2020.2518-1467.127
Frazier P.A., Tix A.P., Barron K.E. (2004) Testing Moderator and Mediator Effects in Counseling Psychology Research. Journal of Counseling Psychology, vol. 51, no 1, pp. 115–134. https://doi.org/10.1037/0022-0167.51.1.115
Gehlbach H. (2015) Seven Survey Sins. Journal of Early Adolescence, vol. 35, no 5-6, pp. 883–897. https://doi.org/10.1177/0272431615578276
Gorski P.C. (2017) Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap. New York, NY: Teachers College.
Govorova E., Benítez I., Muñiz J. (2020) Predicting Student Well-Being: Network Analysis Based on PISA 2018. International Journal of Environmental Research and Public Health, vol. 17, no 11, Article no 4014. https://doi.org/10.3390/ijerph17114014
Grek S. (2009) Governing by Numbers: The PISA ‘Effect’ in Europe. Journal of Education Policy, vol. 24, no 1, pp. 23–37. https://doi.org/10.1080/02680930802412669
Han S.J., Stieha V. (2020) Growth Mindset for Human Resource Development: A Scoping Review of the Literature with Recommended Interventions. Human Resource Development Review, vol. 19, no 3, pp. 309–331. https://doi.org/10.1177/1534484320939739
Hwang N., Reyes M., Eccles J.S. (2019) Who Holds a Fixed Mindset and Whom Does It Harm in Mathematics? Youth & Society, vol. 51, no 2, pp. 247–267. https://doi.org/10.1177/0044118X16670058
Irsaliyev S. (2020) Results of Kazakhstan in International Education Quality Assessments: A Study of the Underperformance Causes. Center of analysis and strategy “Beles”. Available at: https://goo.su/h7Egw (accessed 20 August 2024).
Johnson H.C., Hernandez D.P., Trzesniewski K., Indrakesuma T., Vakis R., Perova E. et al. (2020) Can Teaching Growth Mindset and Self-Management at School Shift Student Outcomes and Teacher Mindsets? Evidence from a Randomized Controlled Trial in Indonesia. Washington, DC: World Bank Group. Available at: https://goo.su/c7J8QBQ (accessed 20 August 2024).
Kopeyeva A. (2020) Understanding Factors behind Regional Inequality in Education in Kazakhstan. Central Asian Affairs, vol. 7, no 1, pp. 38–79. https://doi.org/10.30965/22142290-0701002
Li Y., Bates T.C. (2020) Testing the Association of Growth Mindset and Grades across a Challenging Transition: Is Growth Mindset Associated with Grades? Intelligence, vol. 81, August, Article no 101471.https://doi.org/10.1016/j.intell.2020.101471
Lucas H., Shmueli G. (2013) Too Big to Fail: Large Samples and the p-Value Problem. Information Systems Research, vol. 24, no 4, pp. 906–917. https://doi.org/10.1287/isre.2013.0480
Michaelides M. (2021) Large Sample Size Bias in Empirical Finance. Finance Research Letters, vol. 41, July, Article no 101835. https://doi.org/10.1016/j.frl.2020.101835
Moreau D., Macnamara B.N., Hambrick D.Z. (2018) Overstating the Role of Environmental Factors in Success: A Cautionary Note. Current Directions in Psychological Science, vol. 28, no 1, pp. 28–33. https://doi.org/10.1177/0963721418797300
Mueller C.M., Dweck C.S. (1998) Praise for Intelligence Can Undermine Children's Motivation and Performance. Journal of Personality and Social Psychology, vol. 75, no 1, pp. 33–52. https://doi.org/10.1037/0022-3514.75.1.33
Muratkyzy A. (2020) Equity and Excellence in the Kazakhstani Education System: A Multilevel Analysis of the Personal and Contextual Factors Contributing to Students’ Reading Literacy Performance on PISA 2018 (PhD Thesis), Astana: Nazarbayev University Graduate School of Education.
Nurbayev Zh. (2019) Kazakhstan: Unequal Struggle for Equality in School. Available at: https://cabar.asia/en/kazakhstan-unequal-struggle-for-equality-in-school (accessed 20 August 2024).
OECD (2019a) PISA 2018 Results. Vol. II: Where All Students Can Succeed. Paris: OECD. https://doi.org/10.1787/b5fd1b8f-en
OECD (2019b) PISA 2018 Results. Vol. III: What School Life Means for Students’ Lives. Paris: OECD. https://doi.org/10.1787/acd78851-en
OECD (2019c) PISA 2018 Assessment and Analytical Framework. Paris: OECD. https://doi.org/10.1787/b25efab8-en
OECD (2019d) PISA 2018 Well-Being Framework. PISA 2018 Assessment and Analytical Framework. Paris: OECD. https://doi.org/10.1787/38a34353-en
OECD (2010) PISA 2009 Results: What Students Know and Can Do? Student Performance in Reading, Mathematics, and Science. Vol. I. Paris: OECD. https://doi.org/10.1787/9789264091450-en
OECD, The World Bank (2015) OECD Reviews of School Resources: Kazakhstan 2015. Paris: OECD. https://doi.org/10.1787/9789264245891-en
Omoeva C. (2012) Student-Centered Instruction and Math and Science Achievement in the Post-Soviet State: A Mixed Methods Analysis (PhD Thesis), New York: Columbia University.
Paunesku D., Walton G.M., Romero C., Smith E.N., Yeager D.S., Dweck C.S. (2015) Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement. Psychological Science, vol. 26, no 6, pp. 784–793. https://doi.org/10.1177/0956797615571017
Romero C., Master A., Paunesku D., Dweck C.S., Gross J.J. (2014) Academic and Emotional Functioning in Middle School: The Role of Implicit Theories. Emotion, vol. 14, no 2, pp. 227–234. https://doi.org/10.1037/a0035490
Schleicher A. (2019) PISA 2018: Insights and Interpretations. Paris: OECD. Available at: https://www.oecd.org/content/dam/oecd/en/about/programmes/edu/pisa/publications/national-reports/pisa-2018/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf (accessed 20 August 2024).
Schleider J., Weisz J. (2018) A Single‐Session Growth Mindset Intervention for Adolescent Anxiety and Depression: 9‐Month Outcomes of a Randomized Trial. Journal of Child Psychology and Psychiatry, vol. 59, no 2, pp. 160–170. https://doi.org/10.1111/jcpp.12811
Schroder H.S., Yalch M.M., Dawood S., Callahan C.P., Donnellan M.B., Moser J.S. (2017) Growth Mindset of Anxiety Buffers the Link between Stressful Life Events and Psychological Distress and Coping Strategies. Personality and Individual Differences, vol. 110, May, pp. 23–26. https://doi.org/10.1016/j.paid.2017.01.016
Seaton F.S. (2018) Empowering Teachers to Implement a Growth Mindset. Educational Psychology in Practice, vol. 34, no 1, pp. 41–57. https://doi.org/10.1080/02667363.2017.1382333
Sellar S., Lingard B. (2014) The OECD and the Expansion of PISA: New Global Modes of Governance in Education. British Educational Research Journal, vol. 40, no 6, pp. 917–936. https://doi.org/10.1002/berj.3120
Shaikhina D. (2017) The Relationship between Students’ Social Competence, Emotional Intelligence and their Academic Achievement at Nazarbayev Intellectual School of Aktobe (Doctoral dissertation (PhD Thesis), Astana: Nazarbayev University Graduate School of Education.
Sisk V.F., Burgoyne A.P., Sun J., Butler J.L., Macnamara B.N. (2018) To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, vol. 29, no 4, pp. 549–571. https://doi.org/10.1177/0956797617739704
Takayama K. (2008) The Politics of International League Tables: PISA in Japan’s Achievement Crisis Debate. Comparative Education, vol. 44, no 4, pp. 387–407. https://doi.org/10.1080/03050060802481413
Tempelaar D.T., Rienties B., Giesbers B., Gijselaers W.H. (2014) The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations. Social Psychology of Education, vol. 18, no 1, pp. 101–120. https://doi.org/10.1007/s11218-014-9281-7
Wang D., Yuan F., Wang Y. (2020) Growth Mindset and Academic Achievement in Chinese Adolescents: A Moderated Mediation Model of Reasoning Ability and Self-Affirmation. Current Psychology, vol. 41, January, pp. 783-792. https://doi.org/10.1007/s12144-019-00597-z
Winter L., Hernández-Torrano D., McLellan R., Almukhambetova A., Brown-Hajdukova E. (2020) A Contextually Adapted Model of School Engagement in Kazakhstan. Current Psychology, vol. 41, May, pp. 2479–2495. https://doi.org/10.1007/s12144-020-00758-5
Yeager D.S., Walton G.M. (2011) Social-Psychological Interventions in Education: They’re Not Magic. Review of Educational Research, vol. 81, no 2, pp. 267–301. https://doi.org/10.3102/0034654311405999
Yeager D.S., Dweck C.S. (2012) Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, vol. 47, no 4, pp. 302–314. https://doi.org/10.1080/00461520.2012.722805
Yeager D.S., Hanselman P., Walton G.M., Murray J.S., Crosnoe R., Muller C. et al. (2019) A National Experiment Reveals Where a Growth Mindset Improves Achievement. Nature, no 573(7774), pp. 364–369. https://doi.org/10.1038/s41586-019-1466-y
Zhao Y. (2020). PISA Pecularities: Why Doesn’t Growth Mindset Work for Chinese Students? Available at: http://zhaolearning.com/2020/01/04/pisa-peculiarities-1-why-doesnt-growth-mindset-work-for-chinese-students/ (accessed 20 August 2024).
Zeng G., Chen X., Cheung H.Y., Peng K. (2019) Teachers' Growth Mindset and Work Engagement in the Chinese Educational Context: Well-Being and Perseverance of Effort as Mediators. Frontiers in Psychology, vol. 10, April, Article no 839. https://doi.org/10.3389/fpsyg.2019.00839
Zhen H., Xiangdong W., Runhao L., Jiannong S. (2022) Whether and How Can a Growth Mindset Intervention Help Students in a Non-Western Culture? Evidence from a Field Experiment in China. Educational Psychology, vol. 42, no 7, pp. 913–929. https://doi.org/10.1080/01443410.2022.2085669
.jpg){kind=small}
