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. Author manuscript; available in PMC: 2021 Jul 23.
Published in final edited form as: Am Psychol. 2020 Dec;75(9):1269–1284. doi: 10.1037/amp0000794

Figure 2. The links between fixed mindsets, the meaning system, and academic outcomes were replicated in three large studies of first-year high school students in two nations.

Figure 2.

Note: Statistics are zero-order correlations estimated by meta-analytically aggregating three datasets: The U.S. National Study of Learning Mindsets (NSLM) pilot (Yeager, Romero, et al., 2016); The U.S. NSLM (Yeager et al, 2019); The Norway U-say experiment (Rege et al., in press). All ps < .001. Data from each of the items for each of the three studies are presented in Table 1 later in the paper. The meaning system paths to grades and course-taking were measured with the aggregate of the Mindset Meaning System items (see Table 1 below and the online appendix for the questionnaire). The MMI measure is brief (5 items) so that it could be incorporated into large-scale studies. Because these are single-item measures, magnitudes of correlations are likely to be under-estimates of true associations.