Catherine Reid

There is currently a gap in knowledge around pupils' growth mindset (GM) and attainment in Scotland, particularly in relation to Socioeconomic Status (SES). This study offers insights on the relevance of growth mindset in Scotland for attainment in mathematics by drawing on large‐scale data from the OECD's Programme for International Student Achievement (PISA). Using the PISA 2022 data, the study investigates the relationship between growth mindset, achievement and SES. In 2006, Dweck's book ‘Mindset’ brought to the public attention the notion that young people's beliefs about the nature of intelligence could themselves influence educational attainment and asserted that these beliefs were malleable. Later work by Claro, Paunesku and Dweck suggested that GM could mitigate the effects of poverty. Data from PISA 2022 were used to explore relationships between growth mindset (GM), SES and mathematics attainment in Scotland. Using multilevel modelling and multiple linear regression at individual and school level, this study explored how far variations in gender, SES, GM, perseverance and interaction between GM and SES could predict scores in mathematics. A significant association between positive GM and improved mathematics outcomes was found. High SES was also associated with improved mathematics outcomes. However, in contrast to findings in other contexts, an interaction effect between GM and SES was not associated with improved mathematics attainment.

Scotland is one of four nations that make up the UK. Its education system's roots lie within an inclusive and egalitarian approach to the education of young people. Subsequent legislation, policies and curriculum frameworks reflect this stance, and so the route that Scotland has taken towards supporting young people has differed from that of neighbouring nations. This article examines the current policy aspirations and reflects on the tensions that arise when these laudable documents are translated into practice.