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