The 3 – item Growth Mindset Scale Study:

Having a growth mindset helps students excel in school, which in turn can help them
move out of poverty (Card, 2001). Compared to students with fixed mindsets, for instance,
students with growth mindsets like school more, take on more challenging tasks, learn more, and
earn better grades (Aronson, Fried, & Good, 2002; Blackwell, Trzesniewski, & Dweck, 2007;
Romero et al., 2014). Psychologist Carol Dweck (1999, 2006) created the 3-item Growth
Mindset Scale to measure how much people believe that they can get smarter if they work at it.
Dweck’s research shows that people have different beliefs about how much they can change their
intelligence. People with a growth mindset believe that they can get smarter with effort. While,
people with a fixed mindset  believe that they are born with a certain amount of intelligence and
there is little they can do to change it. Moreover, researchers have used this scale primarily with
students to test their academic performances. Whether it is a child or a teen. Dweck’s study is
supported by the 6-point scale. Using a 6-point scale (1 = strongly agree; 2 = agree; 3 = mostly
agree; 4 = mostly disagree; 5 = disagree; 6 = strongly disagree), respondents show how much
they agree or disagree with the statements given by the researchers.
By using this study, the 3–item growth mindset scale and the 6–point scale, we can measure or
identify if the participant has a growth mindset or fixed mindset.

REFERENCES:

Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on
African American college students by shaping theories of intelligence. Journal of Experimental
Social Psychology, 38, 113–125. Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S002210310191491X

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence
predict achievement across an adolescent transition: A longitudinal study and an
intervention. Child Development, 78(1), 246-263. Retrieved from
https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2007.00995.x

Card, D. (2001). Estimating the return to schooling: Progress on some persistent econometric
problems. Econometrica, 69(5),1127-1160. Retrieved from
https://davidcard.berkeley.edu/papers/return-to-schooling.pdf
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and
development. Philadelphia: Psychology Press. Retrieved from
https://www.taylorfrancis.com/books/mono/10.4324/9781315783048/self-theories-carol-dweck

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

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Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and
emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227-234.
Retrieved from https://psycnet.apa.org/record/2014-04656-001