There is a heated debate about the efficacy of growth mindsets in predicting achievement and other key learning-related outcomes with some studies supporting and others failing to find evidence of growth mindset’s adaptive effects. Moreover, past studies on mindsets have mostly examined it as a psychological variable with little attention to how it interacts with socioeconomic status (SES). This study aims to examine (1) how growth mindsets are associated with key learning-related outcomes (i.e., motivation, engagement, and achievement) and (2) how growth mindsets interact with structural factors, specifically socioeconomic status at the individual and school level, in predicting key learning-related outcomes. The sample was drawn from the nationally representative Educational Longitudinal Study (ELS) dataset which contained responses from 15,362 tenth-grade students in the United States. Data were analyzed using hierarchical linear modeling to take into account the multi-level nature of the data. Though having a growth mindset was positively associated with better motivation and engagement for students across all socioeconomic strata, its effects on achievement were moderated by SES. A growth mindset positively predicted achievement only among students from more advantaged families but not among those from less advantaged families. This study highlights the importance of examining the interplay between mindsets and socioeconomic factors in understanding students’ motivation, engagement, and achievement.

关于成长心态在预测成就和其他与学习相关的关键结果方面的功效存在激烈的争论，其中一些研究支持而另一些研究却找不到成长心态的适应性效应的证据。此外，以往关于心态的研究大多将其视为一种心理变量，而很少关注其与社会经济地位（SES）的相互作用。这项研究旨在研究（1）成长心态如何与学习相关的主要成果（即动机，参与度和成就）相关联；以及（2）成长心态如何与结构性因素（尤其是个人和学校的社会经济地位）相互作用，预测与学习相关的主要成果。该样本取自具有全国代表性的教育纵向研究（ELS）数据集，其中包含来自15个国家/地区的回复 美国有362个10年级学生。使用分层线性建模对数据进行了分析，以考虑到数据的多层次性质。尽管拥有成长心态与所有社会经济阶层的学生更好的动机和参与度呈正相关，但SES减轻了其对成绩的影响。成长心态积极地预测只有在优势较大的家庭的学生中才有成就，而在劣势较低的家庭的学生中则不能。这项研究强调了检查心态与社会经济因素之间的相互作用对理解学生的动机，参与和成就的重要性。尽管拥有成长心态与所有社会经济阶层的学生更好的动机和参与度呈正相关，但SES减轻了其对成绩的影响。成长心态积极地预测只有在优势较大的家庭的学生中才有成就，而在劣势较低的家庭的学生中则不能。这项研究强调了检查心态与社会经济因素之间的相互作用对理解学生的动机，参与和成就的重要性。尽管拥有成长心态与所有社会经济阶层的学生更好的动机和参与度呈正相关，但SES减轻了其对成绩的影响。成长心态积极地预测只有在优势较大的家庭的学生中才有成就，而在劣势较低的家庭的学生中则不能。这项研究强调了检查心态与社会经济因素之间的相互作用对理解学生的动机，参与和成就的重要性。