2025 Volume 49 Issue 2 Pages 429-439
Although overseas studies have demonstrated a positive association between growth mindset and academic achievement, there are only a few studies in Japan, and the association has not been demonstrated. In addition, growth mindset needs to be paired with metacognitive strategies; however, little to no studies have examined its necessity in relation to academic achievement. In the context of mathematics learning, this study examined whether (1) growth mindset affects academic achievement and (2) academic achievement is better explained by both growth mindset and metacognitive strategies than by either of them. The results revealed that (1) growth mindset has a significant positive effect on academic achievement, with a larger effect size, and (2) the coefficient of determination for academic achievement is significantly larger when the two are used as a pair than when either of them, and the effect size is larger than the effect size required by sensitivity analysis. This suggests the possibility that incorporating growth mindset and metacognitive strategies as a pair in mathematics learning can improve academic achievement.
