Growth mindset is not associated with scholastic aptitude in a large sample of university applicants

Implicit theories of intelligence have been proposed to predict a large number of different outcomes in education. The belief that intelligence is malleable (growth mindset) is supposed to lead to better academic achievement and students' mindset is therefore a potential target for interventions. The present study used a large sample of university applicants (N = 5653) taking a scholastic aptitude test to further examine the relationship between...