Growth goals and growth mindset from a methodological-synergistic perspective: lessons learned from a quantitative correlational research program

ABSTRACT

This review explores predictors and consequences of students’ growth goals and growth mindset in school with particular emphasis on how correlational statistical methods can be applied to illuminate key issues and implications. Study 1 used cross-sectional data and employed structural equation modelling (SEM) to investigate the role of growth goals in mediating the link between interpersonal relationships and academic engagement. Study 2 conducted multi-group path analysis to investigate the role of growth goals in the academic outcomes of two groups of students (ADHD and non-ADHD). Study 3 used longitudinal data and SEM to test a cross-lagged panel design to investigate reciprocal links between growth goals and growth mindset. Study 4 conducted multi-level SEM where the effects of a growth orientation on engagement and achievement were investigated at the student-level (level 1) and the classroom-level (level 2). Taking these four studies together, we aim to show how correlational data and multivariate correlational analyses have been effective in answering research questions in a way that have practical and theoretical implications for students’ academic growth. We also position this review as a substantive-methodological synergy – an approach recently recommended in response to concerns about the increasing polarization of substantive and methodological research and researchers.

KEYWORDS:

• Growth mindset
• growth goals
• substantive-methodological synergies
• correlational research

Acknowledgements

The authors thank Dr Marianne Mansour for assisting with data collection.

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Andrew J. Martin http://orcid.org/0000-0001-5504-392X

Rebecca J. Collie http://orcid.org/0000-0001-9944-2703

Tracy L. Durksen http://orcid.org/0000-0001-5884-7595

Emma C. Burns http://orcid.org/0000-0001-6323-1816

Additional information

Funding

This study was funded by the Australian Research Council [grant number DP140104294].