Children’s ‘growth mindset’, characters and attitudes to learning have little impact on how well they do at school, according to a new study.
Instead, researchers point to external factors such as school funding, pre-school placements and opportunities outside school as much more important in bringing about meaningful change.
Children’s attitudes to learning has become a focus for intervention in schools over the last decade, most notably the ‘growth mindset’ approach popularized by Stanford psychology professor Carol Dweck.
