Table 2.

Categories of growth-mindset-affording practices and example teacher statements.

Category	Hypothetical Teacher Statements
Value placed on student learning and development	Undermining: “I will make sure this class is especially useful for the star students who demonstrate a natural talent in math.” Affording: “This class is set up the way it is because I believe that all students can learn and most of you can do well in the class, no matter where you started out.”
Explicit messaging about progress and success	Undermining: “It’s a good sign if you’ve done well on this first test. Students who do the best at the beginning of the year are typically the same ones who do well at the end.” Affording: “Students who don’t do well at the beginning of the year can almost always improve their grades by the end if they work hard, use good learning strategies, and ask for help when they need it.”
Response to student challenge, struggle, and poor performance	Undermining: “Don’t worry if you’re struggling. Remember, not everybody can be a ‘math person.’” Affording: “If this doesn’t make sense yet, let’s work together to figure it out. Mistakes give us a chance to improve our understanding.”
Opportunities for practice and feedback	Undermining: “When you turn in assignments, whatever grade you get will be final. So, pay attention to the assignments you turn in and don’t make mistakes.” Affording: “After I grade your assignments, you will be able to revise your work and turn it in again. Making mistakes, recognizing them, and correcting them will help you remember the concepts for a long time, even after you leave my class.”

Note. These categories of mindset-relevant practices are reproduced from Kroeper, Muenks et al. (2021).