Volume 24, Issue 4 (3-2026)
TB 2026, 24(4): 103-116 |
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Ethics code: https://ir.ut.psyedu.rec/1403.097
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Heidari Y, Hejazi E, Hajhosseini M, Farahani H. Translation and Assessment of the Psychometric Properties of the Growth Mindset Scale among Iranian Students. TB 2026; 24 (4) :103-116
URL: http://tbj.ssu.ac.ir/article-1-3805-en.html
URL: http://tbj.ssu.ac.ir/article-1-3805-en.html
University of Tehran , ehejazi@ut.ac.ir
Keywords: Growth Mindset, Psychometric Properties, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Elementary Students, Reliability
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Translation and Assessment of the Psychometric Properties of the Growth Mindset Scale among Iranian Students
Yaser Heidari (Ph.D.s )1, Elaheh Hejazi Moughari (Ph.D.)2, Mansoureh Hajhosseini (Ph.D.)3, Hojjatollah Farahani (Ph.D.)4
1.Ph.D. Student of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2.Full Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
Email:ehejazi@ut.ac.ir Tel:09121592918
3.Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
4.Associate Professor Department of Psychology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
Abstract
Introduction: Growth mindset, defined as the belief in the potential for developing one’s abilities, plays a significant role in academic achievement, personal development, and mental health among students. The present study aimed to translate and examine the psychometric properties of the "Growth Mindset" scale developed by Cooper et al. (2020) within a sample of Iranian upper elementary school students. This instrument consists of 14 items assessing various dimensions of the growth mindset construct.
Methods: This correlational descriptive study was conducted on a sample of 434 students in grades 4 to 6 of the second cycle of elementary education during the 2023–2024 academic year in Yazd city. The sampling was conducted using a multi-stage cluster random sampling method. The translation was performed using the back-translation method, followed by psychometric evaluations including item analysis, exploratory and confirmatory factor analyses, and reliability assessment via Cronbach’s alpha.
Results: Item analysis indicated that all items were retained. Exploratory factor analysis identified three main factors (self-views on work ethic, self-assessment and feedback, and self-views on intelligence) explaining a total of 70.46% of the variance. Confirmatory factor analysis showed acceptable fit indices (CFI = 0/921, RMSEA = 0/078, χ2/df = 2/675). The overall alpha coefficient of the scale was reported as 0/70, and the alpha coefficients of the components were 0/69, 0/66 and 0/67 respectively, indicating acceptable reliability.
Conclusion: The translated Growth Mindset tool demonstrated adequate validity and reliability for use with Iranian elementary students in the second cycle and can serve as a foundation for future research on motivation and learning in primary education in Iran.
Keywords: Growth Mindset, Psychometric Properties, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Elementary Students, Reliability
1-Yang J, Zhao X. Parenting styles and children’s academic performance: Evidence from middle schools in China. Children Youth Serv Rev. 2020; 113:105017.
Kryshko O, Fleischer J, Waldeyer J & et al. Do motivational regulation strategies contribute to university students' academic success? Learn Individ Differ. 2020; 82:101912.
3-Albulescu I, Labar AV, Manea AD & et al. The mediating role of anxiety between parenting styles and academic performance among primary school students in the context of sustainable education. Sustainability. 2023;15(2):1539.
4-Cipriano C, Naples LH, Eveleigh A & et al. A systematic review of student disability and race representation in universal school-based social and emotional learning interventions for elementary school students. Rev Educ Res. 2023;93(1):73-102.
5-de Ruig NJ, de Jong PF, Zee M. Stimulating elementary school students’ self-regulated learning through high-quality interactions and relationships: A narrative review. Educ Psychol Rev. 2023;35(3):71
6-Ajdarbin B, Abolmaali Alhosseini K, Ghorban Jahromi R & et al. Structural model of the relationship between motivational structure and academic self-defeating behavior in gifted students: The mediating role of problem solving skills. Psychol Exceptional Individ. 2023;13(49):29-57.
7-Amirian SK, Abdekhodaee MS, Kareshki H. The mediating role of academic procrastination and test anxiety in the relationship between learned helplessness with academic achievement. Res Clin Psychol Couns. 2018;7(2):5-22.
8-Liu S, Wang Y, He W & et al. The effect of students' effort–reward imbalance on learning engagement: the mediating role of learned helplessness and the moderating role of social support. Front Psychol. 2024; 15:1329664.
9-Trindade IA, Mendes AL, Ferreira NB. The moderating effect of psychological flexibility on the link between learned helplessness and depression symptomatology: A preliminary study. J Context Behav Sci. 2020; 15:68-72.
10-Saka D, Celik S. The inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory. Teach Teach Educ. 2024; 152:104793.
11-Dweck CS, Reppucci ND. Learned helplessness and reinforcement responsibility in children. J Pers Soc Psychol. 1973;25(1):109.
12-Dweck CS, Yeager DS. Mindsets: A view from two eras. Perspect Psychol Sci. 2019;14(3):481-496.
13-Dweck CS. Self-theories: Their role in motivation, personality, and development. Hove: Psychology Press; 2013. doi: 10.4324/9781315783048
14-Dweck CS. Mindset: The new psychology of success. New York: Random House; 2006.
15-Dweck CS. The journey to children's mindsets—and beyond. Child Dev Perspect. 2017;11(2):139-144.
16-Gandhi J, Watts T W, Masucci M D & et al. (2020). The effects of two mindset interventions on low-income students’ academic and psychological outcomes. Journal of Research on Educational Effectiveness, 13(2), 351-379.
17-Boylan F, Barblett L, Knaus M. I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years. J Early Child Teach Educ. 2024;45(1):96-117.
18-Gazmuri, C. (2025). Can growth mindset interventions improve academic achievement? A structured review of the existing evidence. Review of Education, 13(2), e70066.
19-Broda M, Yun J, Schneider B & et al. Reducing inequality in academic success for incoming college students: a randomized trial of growth mindset and belonging interventions. J Res Educ Eff. 2018;11(3):317-338.
20-Yeager DS, Hanselman P, Walton GM & et al. A national experiment reveals where a growth mindset improves achievement. Nature. 2019;573(7774):364-369.
21-Liu WC. Implicit theories of intelligence and achievement goals: A look at students’ intrinsic motivation and achievement in mathematics. Front Psychol. 2021; 12:593715.
22-Radmanesh E, Dortaj F, Sadipour E & et al. Compilation and validation of dynamic mindset instructional package based on intelligence beliefs theory of Dweck and determining of its effectiveness on tenacity and academic procrastination of female students. J Mod Psychol Res. 2022;17(66):131-140.
23-Hwang YK, Jung MN, Lee CS. The effect of employment stress and growth mindset on the happiness of Korean college students: the moderated mediation model of grit. Medico-Legal Update. 2019;19(2):487-493
24-Cooper JB, Lee S, Jeter E & et al. Psychometric validation of a growth mindset and team communication tool to measure self-views of growth mindset and team communication skills. J Am Pharm Assoc. 2020;60(6):818-826
25-Akbari Zardkhaneh S, Ahmadi F, Mahdavi M. Standardization Persian version of Cognitive Disability Test among normal individuals: a preliminary study. CPJ. 2018;5(4):21-30. Available from:
26-Goretzko D, Siemund K, Sterner P. Evaluating model fit of measurement models in confirmatory factor analysis. Educational and Psychological Measurement. 2024;84(1):123-144.
27-West SG, Wu W, McNeish D & et al. Model fit in structural equation modeling. In: Hoyle RH, editor. Handbook of structural equation modeling. 2nd ed. New York: Guilford Press; 2023. 184-205.
28-Sigmundsson H, Haga M. Growth mindset scale: Aspects of reliability and validity of a new 8-item scale assessing growth mindset. New Ideas Psychol. 2024; 75:101111.
29-Muradoglu M, Porter T, Trzesniewski K & et al. A growth mindset scale for young children (GM-C): Development and validation among children from the United States and South Africa. PLoS One. 2024;19(10).
Yaser Heidari (Ph.D.s )1, Elaheh Hejazi Moughari (Ph.D.)2, Mansoureh Hajhosseini (Ph.D.)3, Hojjatollah Farahani (Ph.D.)4
1.Ph.D. Student of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2.Full Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
Email:ehejazi@ut.ac.ir Tel:09121592918
3.Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
4.Associate Professor Department of Psychology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
Abstract
Introduction: Growth mindset, defined as the belief in the potential for developing one’s abilities, plays a significant role in academic achievement, personal development, and mental health among students. The present study aimed to translate and examine the psychometric properties of the "Growth Mindset" scale developed by Cooper et al. (2020) within a sample of Iranian upper elementary school students. This instrument consists of 14 items assessing various dimensions of the growth mindset construct.
Methods: This correlational descriptive study was conducted on a sample of 434 students in grades 4 to 6 of the second cycle of elementary education during the 2023–2024 academic year in Yazd city. The sampling was conducted using a multi-stage cluster random sampling method. The translation was performed using the back-translation method, followed by psychometric evaluations including item analysis, exploratory and confirmatory factor analyses, and reliability assessment via Cronbach’s alpha.
Results: Item analysis indicated that all items were retained. Exploratory factor analysis identified three main factors (self-views on work ethic, self-assessment and feedback, and self-views on intelligence) explaining a total of 70.46% of the variance. Confirmatory factor analysis showed acceptable fit indices (CFI = 0/921, RMSEA = 0/078, χ2/df = 2/675). The overall alpha coefficient of the scale was reported as 0/70, and the alpha coefficients of the components were 0/69, 0/66 and 0/67 respectively, indicating acceptable reliability.
Conclusion: The translated Growth Mindset tool demonstrated adequate validity and reliability for use with Iranian elementary students in the second cycle and can serve as a foundation for future research on motivation and learning in primary education in Iran.
Keywords: Growth Mindset, Psychometric Properties, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Elementary Students, Reliability
1-Yang J, Zhao X. Parenting styles and children’s academic performance: Evidence from middle schools in China. Children Youth Serv Rev. 2020; 113:105017.
Kryshko O, Fleischer J, Waldeyer J & et al. Do motivational regulation strategies contribute to university students' academic success? Learn Individ Differ. 2020; 82:101912.
3-Albulescu I, Labar AV, Manea AD & et al. The mediating role of anxiety between parenting styles and academic performance among primary school students in the context of sustainable education. Sustainability. 2023;15(2):1539.
4-Cipriano C, Naples LH, Eveleigh A & et al. A systematic review of student disability and race representation in universal school-based social and emotional learning interventions for elementary school students. Rev Educ Res. 2023;93(1):73-102.
5-de Ruig NJ, de Jong PF, Zee M. Stimulating elementary school students’ self-regulated learning through high-quality interactions and relationships: A narrative review. Educ Psychol Rev. 2023;35(3):71
6-Ajdarbin B, Abolmaali Alhosseini K, Ghorban Jahromi R & et al. Structural model of the relationship between motivational structure and academic self-defeating behavior in gifted students: The mediating role of problem solving skills. Psychol Exceptional Individ. 2023;13(49):29-57.
7-Amirian SK, Abdekhodaee MS, Kareshki H. The mediating role of academic procrastination and test anxiety in the relationship between learned helplessness with academic achievement. Res Clin Psychol Couns. 2018;7(2):5-22.
8-Liu S, Wang Y, He W & et al. The effect of students' effort–reward imbalance on learning engagement: the mediating role of learned helplessness and the moderating role of social support. Front Psychol. 2024; 15:1329664.
9-Trindade IA, Mendes AL, Ferreira NB. The moderating effect of psychological flexibility on the link between learned helplessness and depression symptomatology: A preliminary study. J Context Behav Sci. 2020; 15:68-72.
10-Saka D, Celik S. The inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory. Teach Teach Educ. 2024; 152:104793.
11-Dweck CS, Reppucci ND. Learned helplessness and reinforcement responsibility in children. J Pers Soc Psychol. 1973;25(1):109.
12-Dweck CS, Yeager DS. Mindsets: A view from two eras. Perspect Psychol Sci. 2019;14(3):481-496.
13-Dweck CS. Self-theories: Their role in motivation, personality, and development. Hove: Psychology Press; 2013. doi: 10.4324/9781315783048
14-Dweck CS. Mindset: The new psychology of success. New York: Random House; 2006.
15-Dweck CS. The journey to children's mindsets—and beyond. Child Dev Perspect. 2017;11(2):139-144.
16-Gandhi J, Watts T W, Masucci M D & et al. (2020). The effects of two mindset interventions on low-income students’ academic and psychological outcomes. Journal of Research on Educational Effectiveness, 13(2), 351-379.
17-Boylan F, Barblett L, Knaus M. I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years. J Early Child Teach Educ. 2024;45(1):96-117.
18-Gazmuri, C. (2025). Can growth mindset interventions improve academic achievement? A structured review of the existing evidence. Review of Education, 13(2), e70066.
19-Broda M, Yun J, Schneider B & et al. Reducing inequality in academic success for incoming college students: a randomized trial of growth mindset and belonging interventions. J Res Educ Eff. 2018;11(3):317-338.
20-Yeager DS, Hanselman P, Walton GM & et al. A national experiment reveals where a growth mindset improves achievement. Nature. 2019;573(7774):364-369.
21-Liu WC. Implicit theories of intelligence and achievement goals: A look at students’ intrinsic motivation and achievement in mathematics. Front Psychol. 2021; 12:593715.
22-Radmanesh E, Dortaj F, Sadipour E & et al. Compilation and validation of dynamic mindset instructional package based on intelligence beliefs theory of Dweck and determining of its effectiveness on tenacity and academic procrastination of female students. J Mod Psychol Res. 2022;17(66):131-140.
23-Hwang YK, Jung MN, Lee CS. The effect of employment stress and growth mindset on the happiness of Korean college students: the moderated mediation model of grit. Medico-Legal Update. 2019;19(2):487-493
24-Cooper JB, Lee S, Jeter E & et al. Psychometric validation of a growth mindset and team communication tool to measure self-views of growth mindset and team communication skills. J Am Pharm Assoc. 2020;60(6):818-826
25-Akbari Zardkhaneh S, Ahmadi F, Mahdavi M. Standardization Persian version of Cognitive Disability Test among normal individuals: a preliminary study. CPJ. 2018;5(4):21-30. Available from:
26-Goretzko D, Siemund K, Sterner P. Evaluating model fit of measurement models in confirmatory factor analysis. Educational and Psychological Measurement. 2024;84(1):123-144.
27-West SG, Wu W, McNeish D & et al. Model fit in structural equation modeling. In: Hoyle RH, editor. Handbook of structural equation modeling. 2nd ed. New York: Guilford Press; 2023. 184-205.
28-Sigmundsson H, Haga M. Growth mindset scale: Aspects of reliability and validity of a new 8-item scale assessing growth mindset. New Ideas Psychol. 2024; 75:101111.
29-Muradoglu M, Porter T, Trzesniewski K & et al. A growth mindset scale for young children (GM-C): Development and validation among children from the United States and South Africa. PLoS One. 2024;19(10).
Type of Study: Research |
Subject:
Psychology
Received: 2025/06/30 | Accepted: 2025/09/13 | Published: 2026/03/1
Received: 2025/06/30 | Accepted: 2025/09/13 | Published: 2026/03/1
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