From beliefs to behaviors: Conceptualizing and assessing students’ practices that reflect a growth mindset

Current growth mindset models lack the specificity regarding behavioral mechanisms that translate incremental beliefs into meaningful achievement gains. Addressing this gap, this study synthesized the literature to conceptualize the Integrated Growth Systems Framework (IGSF) and developed the Growth Practices Scale (GPS). The IGSF maps how a growth mindset manifests in six effort-based learning practices that influence learning achievement. The GPS, developed to measure these practices, underwent psychometric evaluation using cross-sectional (N = 1150) and longitudinal (n = 575) data from undergraduate students. Factor and network analyses supported a two-factor structure with proactive and reflective growth practices. The 11-item GPS demonstrated reliability, structural validity, and within-person longitudinal measurement invariance. It also showed nomological validity through positive relations with motivated learning strategies, mastery approach goals, and academic resilience. Crucially, the GPS exhibited incremental validity in predicting achievement scores, while accounting for growth mindset beliefs. This research advances growth mindset theory by mapping and measuring behaviors that enable the effects of growth mindset beliefs. The IGSF and GPS allow for further empirical examination of the mindset-to-achievement link, offering directions for growth mindset interventions that also target growth-oriented behaviors and strategies. Limitations and future research directions are discussed.

• Publication year

  2025

• Venue

  Social Psychology of Education

• Publication date

  2025-03-05

• Fields of study

  Not labeled

• Identifiers
  DOI 10.1007/s11218-025-10032-w
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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