Mindsets, attitudes and learning

Annex B. Results for countries and economies

The following tables are available in electronic form only. Please click on the StatLink below the tables’ list to access them.

Table A B.1. Mindsets, attitudes and learning – Figures and Annex tables

Figure 1	Growth mindset: Change between PISA 2018 and PISA 2022 results
Figure 2	Growth mindset and performance in mathematics
Figure 3	Growth mindset by gender
Figure 4	Growth mindset by student performance
Figure 5	Growth mindset and mathematics performance, by student performance
Figure_6	Interquartile difference of the relationship between growth mindset and performance in mathematics and share of low performers
Figure 7	Growth mindset, self-belief and attitudes, by level of performance
Figure 8	Growth mindset and confidence in self-directed learning, by level of performance
Figure_9	Relationship between growth mindset, performance in mathematics and mathematics anxiety
Figure 10	Growth mindset and performance in mathematics, by level of socio-emotional skills
Figure 11	Growth mindset and teacher practices, by level of performance
Figure 12	Growth mindset and performance in mathematics, by level of students' cognitive activation
Figure 13	School concentration of growth mindset
Table B.1	Growth mindset, by level of performance in mathematics
Table B.2	Growth mindset, by level of performance in reading
Table B.3	Growth mindset, by level of performance in science
Table B.4	Change in growth mindset between PISA 2018 and PISA 2022
Table B.5	Growth mindset and fixed mindset: Change between PISA 2018 and PISA 2022
Table B.6	Growth mindset : school concentration
Table B.7	Students' and schools' growth mindset
Table B.8	Performance in mathematics and concentration of growth mindset in school
Table B.9	Socio-economic status and concentration of growth mindset in school
Table B.10	Growth mindset, by student characteristics
Table B.11	Growth mindset by level of teacher practices
Table B.12	Growth mindset and academic performance
Table B.13	Standardised effect size of growth mindset in academic performance
Table B.14	Growth mindset and performance in mathematics, by level of performance
Table B.15	Standardised effect size of growth mindset in mathematics performance, by level of performance
Table B.16	Growth mindset by variation in mathematics performance
Table B.17	Growth mindset and mathematics performance, by student characteristics
Table B.18	Standardised effect size of growth mindset in mathematics performance, by student characteristics
Table B.19	Growth mindset and students attitudes, by level of performance in mathematics
Table B.20	Standardised effect size of growth mindset in students attitudes, by level of performance in mathematics
Table B.21	Growth mindset and social and emotionnal skills, by level of performance in mathematics
Table B.22	Standardised effect size of growth mindset in social and emotionnal skills, by level of performance in mathematics
Table B.23	Growth mindset and teacher practices, by level of performance in mathematics
Table B.24	Standardised effect size of growth mindset in teacher practices, by level of performance in mathematics
Table B.25	General growth mindset and mathematics performance, by quality of mathematics instruction
Table B.26	General growth mindset and mathematics performance, by quarter of teacher support in mathematics
Table B.27	General growth mindset and mathematics performance, by quarter of quality of student-teacher relationships
Table B.28	General growth mindset and mathematics performance, by quarter of cognitive activation in mathematics: foster reasoning
Table B.29	General growth mindset and mathematics performance, by quarter of curiosity
Table B.30	General growth mindset and mathematics performance, by quarter of emotional control
Table B.31	General growth mindset and mathematics performance, by quarter of persistence
Table B.32	General growth mindset and mathematics performance, by quarter of stress resistance
Table B.33	General growth mindset and mathematics performance, by quarter of self-directed learning self-efficacy

Statlink