Effects of Growth Mindset Interventions on Academic Performance of Low-Achieving University Students

Education

Academic underperformance among low-achieving students in higher education remains a significant challenge, often linked to low self-efficacy, limited learning strategies, and motivational barriers. This study examined the effects of growth mindset interventions on the academic performance of low-achieving university students, aiming to determine whether structured mindset activities could improve measurable outcomes. A quasi-experimental pretest–posttest control group design was employed, involving 120 students divided equally into experimental and control groups. The experimental group participated in an eight-week growth mindset programme consisting of interactive workshops, goal-setting exercises, attribution retraining, peer mentoring, and continuous feedback, while the control group continued with conventional academic activities. Academic performance was assessed using standardized tests and Grade Point Average records, and mindset change was measured using a validated Growth Mindset Questionnaire. Data were analyzed using paired and independent sample t-tests, ANCOVA, multiple regression, and effect size calculations. Results indicated that the experimental group showed substantial improvements in academic performance, with mean test scores increasing from 48.35 to 68.72 and GPA from 2.12 to 3.01, alongside a significant rise in growth mindset scores from 2.85 to 4.12. Statistical analyses confirmed these gains were significant (p < .001) with large effect sizes, and regression results revealed that growth mindset strongly predicted academic performance (β = 0.62, R² = 0.384). The study concludes that targeted growth mindset interventions can effectively enhance both academic outcomes and adaptive beliefs among low-achieving students, suggesting that higher education institutions should integrate structured mindset programmes into academic support systems to promote sustained learning and performance improvement.

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