LCT-5002

Carvalho, E., & Skipper, Y. (2020). A Two-Component Growth Mindset Intervention for Young People with SEND. Journal of Research in Special Educational Needs, 20(3), 195–205.
Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities, a group who are more likely to endorse a fixed mindset, experience lower academic self-concept and academic resilience, and be at risk of negative stereotyped attitudes. Although preliminary findings demonstrate the viability of growth mindset interventions for these students, the author suggests interventions should be maintained for longer-lasting effects.

Chen, L., Zhang, Y., & Tang, Y. (2024). The relationship between school climate and growth mindset of junior middle school students: A mediating model of perceived social support and positive personality. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 43(5), 4142–4154.
Research on growth mindset has increased dramatically in recent years, and the school climate is critical to growth mindset of middle school students. This study investigated the chain mediating effect of perceived social support, positive personality between school climate and growth mindset of middle school students.

Claro, S. & Loeb, S. (2024). Students with Growth Mindset Learn More in School: Evidence from California’s CORE School Districts. Educational Researcher, 53(7), 389–402.
Previous research provides evidence that developing a growth mindset--believing that one's capabilities can improve--promotes academic achievement. Using a longitudinal data set of more than 200,000 students in Grades 4 through 7 in California, students were followed for a year until they were in Grades 5 through 8, this article describes growth mindset gaps across student groups and confirms, at a large scale, the predictive power of growth mindset for achievement gains.

Gage, C., & Thomas, S. (2019). Elementary Teachers’ Perceptions of Social and Emotional Learning and Its Effects on School Climate, Student Behavior, and Academic Achievement. Alabama Journal of Educational Leadership, 6, 41–51.
For this study, the authors examined teachers' perceptions regarding the effects of social and emotional learning on school climate, student behavior, and academic achievement in elementary schools across central Alabama. The interview responses provided insight into the participants' perceptions of the effectiveness of social and emotional learning. The findings indicated that teachers perceived a notable difference in a positive school culture, positive student self-regulation, and student-led academic achievement after implementing SEL practices.

Sezer, S., & Uzun, T. (2023). The Relationship between School Principals’ Social-Emotional Education Leadership and Teachers’ Organizational Trust and Job Performance. International Journal of Leadership in Education, 26(6), 1062–1081.
This article focuses on the relationships between school principals' social-emotional education leadership and teachers' organizational trust and job performance. The findings revealed a positive and high-level relationship between school principals' social-emotional education leadership and teachers' organizational trust. The findings also revealed a statistically significant relationship between teachers' organizational trust level and job performance.