Factors underpinning the adoption of a school-based growth mindset intervention: a qualitative study

Kelly Morgan; Samantha Garay; Hayley Reed; Frank de Vocht; Simon Murphy

doi:10.1080/02667363.2024.2414455

Factors underpinning the adoption of a school-based growth mindset intervention: a qualitative study

Kelly Morgan^*, Samantha Garay, Hayley Reed, Frank de Vocht, Simon Murphy

^*Corresponding author for this work

Research output: Contribution to journal › Article (Academic Journal) › peer-review

Abstract

This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered.

Original language	English
Pages (from-to)	509-530
Number of pages	22
Journal	Educational Psychology in Practice
Volume	40
Issue number	4
DOIs	https://doi.org/10.1080/02667363.2024.2414455
Publication status	Published - 10 Oct 2024

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© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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title = "Factors underpinning the adoption of a school-based growth mindset intervention: a qualitative study",

abstract = "This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered.",

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AU - Garay, Samantha

AU - Reed, Hayley

AU - de Vocht, Frank

AU - Murphy, Simon

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N2 - This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered.

AB - This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered.

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Factors underpinning the adoption of a school-based growth mindset intervention: a qualitative study

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