Exploring teacher growth mindset measurement: an analytical synthesis
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Date
2025
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Abstract
The interest in fostering growth mindset among teachers has led to a surge in research; however, no consensus exists on how to best measure this construct. Concerns regarding variability in instruments, limited validity evidence, and inconsistent classification practices underscore the need for a systematic synthesis. We reviewed 42 peer-reviewed studies published between 2000 and 2024 that measured teacher growth mindset. We analyzed the instruments employed, response formats, growth mindset score distributions, standard-setting procedures, and reported psychometric evidence. Most studies relied on self-report instruments derived from Dweck’s original scale, with a 4-item, 6-point Likert format. Nonetheless, instruments varied in length, domain specificity, and item wording. Standardized growth mindset scores were positively skewed across studies, independent of instrument length or teacher type. Classification practices were heterogeneous as studies applied either absolute or relative cut-off scores, with limited theoretical or empirical justification. Reliability evidence was abundant, with most studies reporting high internal consistency using Cronbach’s alpha. Validity evidence, though more prevalent in recent publications, was restricted to convergent validity, with minimal evidence based on response processes, and test content. We recommend refining item design, adopting criterion-referenced standard setting grounded in construct maps, and incorporating behavioral or scenario-based methods.
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Keywords
Systematic review, Measurement, Implicitbeliefs, Teachers, Growthmindse