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Do students improve their academic achievement when assigned to a growth mindset teacher? Evidence from Census Data in Chile using a Student Fixed Effect Design

Susana Claro,
Valentina Paredes,
Verónica Cabezas,
Gabriel Cruz

Growing evidence shows that a student's growth mindset (the belief that intelligence is malleable) can benefit their academic achievement. However, due to limited information, little is known about how a teachers’ growth mindset affects their students’ academic achievement. In this paper, we study the impact of teacher growth mindset on academic achievement for a nationwide sample of 8th and 10th grade students in Chile in 2017. Using a student fixed effect model that exploits data from two subject teachers for each student, we find that being assigned to a teacher with a growth mindset increases standardized test scores by approximately 0.02 standard deviations, with larger effects on students with high GPAs and particularly on students in low socioeconomic schools.

Keywords
growth mindset, fixed mindset, teachers, student academic achievement, fixed effect.
Education level
K-12 Education
Topics
Student Learning
Tags
Instructional practices,
International and comparative,
Educator perceptions
Download 05/2021
Document Object Identifier (DOI)
10.26300/wxmt-dc81
EdWorkingPaper suggested citation:
Claro, Susana, Valentina Paredes, Verónica Cabezas, and Gabriel Cruz. (). Do students improve their academic achievement when assigned to a growth mindset teacher? Evidence from Census Data in Chile using a Student Fixed Effect Design. (EdWorkingPaper: -402). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/wxmt-dc81

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