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. 2024 Oct 10;40(4):509-530.
doi: 10.1080/02667363.2024.2414455. eCollection 2024.

Factors underpinning the adoption of a school-based growth mindset intervention: a qualitative study

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Factors underpinning the adoption of a school-based growth mindset intervention: a qualitative study

Kelly Morgan et al. Educ Psychol Pract. .

Abstract

This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered.

Keywords: Growth mindset; children; education; educational psychology; implementation science; intervention.

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Conflict of interest statement

No potential conflict of interest was reported by the author(s).

Figures

Figure 1.
Figure 1.
Depiction of key themes influencing programme uptake by schools.
Figure 2.
Figure 2.
Uptake of the mindset teams programme – facilitators and barriers shown across a socio-ecological model (bold arrows depict facilitators and narrow arrows depict uptake barriers. Bold circles indicate themes highlighted by teachers and wider stakeholders).

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Grants and funding

The work was supported by the National Institute for Health Research Applied Research Collaboration West National Institute for Health and Care Research [PHIRST/NIHR131567]. FdV is partly funded by NIHR Applied Research Collaboration West (NIHR ARC West) at the University Hospitals Bristol NHS Foundation Trust.

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