A single‐session growth mindset intervention among Chinese junior secondary school students

Brief, low-cost growth mindset interventions improving academic-related outcomes can be valuable. However, less is known regarding their effectiveness on learning motivation, behaviors, and academic performance in non-Western cultures like China. This study aimed to examine the effects of a single-session growth mindset intervention on Chinese junior secondary students during the COVID-19 pandemic. We recruited 618 Chinese junior secondary school students from two schools and cluster-randomly assigned them to be the intervention school (n = 311) or the control school (n = 307). Data was collected during the fall semester of 2019 and the spring semester of 2020. Compared with the control school, students in the intervention school reported stronger growth mindset (partial η