Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence.

Although students’ motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N = 424, Teacher N = 58), we found that, as early as 1st and 2nd grade, children who endorsed an incremental framework performed better on a nationally normed standardized math test than children who...