The role of peer mindsets in students’ learning: An experimental study

Background Research indicates that implicit theories of intelligence, specifically growth mindset, are conducive to students’ academic achievement and engagement. While much research has focused on the role of teachers and parents, it is unclear how implicit theories of intelligence operate in the peer context. Aims This study examined the effects of peers’ mindsets on students’ learning outcomes. We predicted that participants surrounded by peers endorsing a growth mindset would show increased learning outcomes; in contrast, such outcomes would be dampened for individuals in a fixed mindset peer context. We also expected that perceptions of peers’ competence would serve as a mechanism underlying the effects of growth mindset. Sample A total of 134 undergraduate students (88 females) participated in the study. Students were of diverse ethnic background. Methods Participants were randomly assigned to one of two experimental conditions where they interacted with trained confederates who endorsed either a growth or fixed mindset viewpoint. Confederates were trained to include specific phrases regarding the nature of ability in a conversation they had with the participants. Participants subsequently completed a problem‐solving task and a survey. Results Participants who interacted with peers endorsing a growth (vs. fixed) mindset viewpoint showed increased task value on the problem‐solving task. Perceptions of peers’ competence mediated the relationship between a growth mindset peer context and participants’ task value. Conclusions Findings provide preliminary evidence that peer mindsets can influence individuals’ valuing of a task. As such, peers may be an important resource to be considered when designing growth mindset interventions.