The principle of a growth mindset, a term originally coined by psychologist Carol Dweck, refers to the understanding that abilities and intelligence can be developed over time through dedication and hard work. The NTNU study leveraged this framework to examine how students’ perceptions of their ability to improve influenced their academic achievements and emotional engagement with school subjects. Crucially, this mindset was found to be particularly influential in both Norwegian language courses and physical education—subjects that inherently offer diverse forms of challenge and feedback.

While motivation is traditionally viewed as a multifaceted construct, this research focused intensively on four core dimensions: growth mindset, self-efficacy, passion, and grit. Self-efficacy captures students’ confidence in their capacity to execute specific tasks successfully. Passion represents the sustained drive and enthusiasm students have for academic performance over time. Grit, on the other hand, encapsulates long-term perseverance in the face of obstacles. Through large-scale surveys, the researchers correlated these motivational elements with key outcome variables including students’ sense of mastery, emotional well-being, and academic grades.

Findings illustrated that the conviction in the ability to improve through sustained effort emerged as the most consistent predictor of positive educational outcomes. Students who endorsed this belief reported higher enjoyment and better performance in their studies, underlining the role of learning-oriented attitudes in fostering academic resilience and achievement. Notably, this effect was amplified in physical education, a discipline characterized by immediate performance feedback and tangible skill development, which allowed students to directly experience progress.

Self-efficacy demonstrated a pronounced influence on students’ experience in physical education, linking not only to their academic success but also to their psychological well-being and perceptions of mastery. Given that physical education often builds upon extracurricular and informal physical activities familiar to students, the translation of confidence into performance is both immediate and measurable. This insight underscores the relevance of context-specific motivational constructs and their differential impact depending on the subject matter.

Contrary to expectations, factors such as passion and grit, while positively correlated with ambition and goal orientation, exerted comparatively less influence on academic achievement when growth mindset and self-efficacy were accounted for. Although perseverance and sustained engagement had a modest effect on enjoyment, particularly in Norwegian language classes, their generalized impact on overall academic outcomes was limited. This suggests that intrinsic motivation and resilience may exert more pronounced effects in self-chosen or highly personalized learning environments rather than standardized academic settings.

The study also highlights compelling gender-based disparities in motivation and outcomes. Male students tended to report higher levels of grit and goal-directedness, signaling strong drive and ambition. However, this did not translate into superior academic performance, challenging popular assumptions that sheer determination guarantees success. Female students, by contrast, displayed greater confidence in their abilities within the Norwegian language subject and achieved better grades, indicating potentially different motivational pathways and learning strategies across genders.

By drawing attention to the significant role of mindset beliefs, the research advocates for educational systems to prioritize the nurturing of growth-oriented attitudes among students. Encouraging learners to recognize that their intellectual and physical abilities are malleable, rather than fixed traits, can transform their approach to challenges and setbacks. Mistakes and difficulties, therefore, should be reframed as integral components of the learning process rather than signs of failure or inadequacy.

The implications for pedagogical practice are profound. Schools and educators are urged to develop curricula and teaching methods that actively reinforce the notion of improvement through effort and adaptive learning strategies. This could include explicit instruction on neuroplasticity, constructive feedback emphasizing progress, and fostering environments where struggle is normalized and viewed as a pathway to mastery. Such initiatives may contribute not only to improved academic performance but also to greater student well-being and persistence.

Beyond the immediate academic context, the findings resonate with broader psychological theories on motivation and learning science. They support a paradigm shift from achievement as a fixed endpoint to education as an ongoing developmental process. This perspective aligns with contemporary cognitive models emphasizing metacognition, self-regulation, and the role of beliefs in shaping behavior and outcomes.

The study’s robust methodological approach, involving survey data collection from a diverse cohort of upper secondary school students, enhances the generalizability of its conclusions. It stands as a critical contribution to educational psychology, urging researchers and practitioners alike to reexamine the relative weight of motivational constructs and to tailor interventions that capitalize on the most influential factors.

Ultimately, this NTNU research reaffirms the transformative power of mindset and confidence in educational settings. As students internalize the possibility of growth and improvement, they become better equipped to navigate academic demands, overcome setbacks, and cultivate lifelong learning dispositions. This insight carries the potential to reshape pedagogical strategies and promote educational equity by empowering all learners to believe in their ability to succeed.

Subject of Research: People
Article Title: The motivational predictors and gender differences of academic outcomes in upper secondary education: exploring the role of growth mindset, self-efficacy, grit and passion
News Publication Date: 30-Jan-2026
Web References: http://dx.doi.org/10.3389/feduc.2026.1708978
References: Sætre, Birger Olav; Sigmundsson, Hermundur. The Motivational Predictors and Gender Differences of Academic Outcomes in Upper Secondary Education: Exploring the Role of Growth Mindset, Self-efficacy, Grit and Passion. Front. Educ., 30 January 2026. Sec. Psychology in Education. Volume 11 – 2026
Keywords: Growth Mindset, Self-Efficacy, Grit, Passion, Academic Performance, Motivation, Upper Secondary Education, Gender Differences, Educational Psychology, Student Well-being

At the heart of this discussion lies the concept of academic self-concept, which refers to an individual’s perception of their academic abilities and competencies. Many educators and psychologists have posited that a positive self-concept can enhance motivation, leading to better academic outcomes. However, Sorjonen and her colleagues challenge this notion by emphasizing the lack of substantial evidence to support a definitive causal effect. While they acknowledge that self-concept can be correlated with academic achievement, correlation does not imply causation, a critical point that deserves recognition in educational debates.

One of the pivotal aspects that Sorjonen et al. bring forth is the distinction between correlation and causation. Academic self-concept may positively correlate with achievement due to various factors, including environment, instruction quality, and prior knowledge. This intricacy complicates the pursuit of understanding whether improving students’ self-concept necessarily leads to enhanced educational performance or if other variables play a more influential role. This perspective invites a broader discussion about the multifaceted nature of learning and achievement.

Moreover, the authors scrutinize existing research methodologies that often fail to isolate academic self-concept as a sole influencing variable. In numerous studies, self-concept is measured alongside other factors. This conflation makes it challenging to draw firm conclusions about its direct impact on achievement. Sorjonen et al. stress the importance of conducting more rigorous experimental studies with controlled variables to properly assess the influence of self-concept in the academic realm. This call for better research practice is vital in a landscape cluttered with both assumptions and anecdotal evidence.

In their critical analysis, the authors reference notable studies that, while identifying a relationship between self-concept and achievement, do not firmly establish a causal chain. It’s essential to delve into these reports to appreciate the spectrum of findings. For instance, many researchers have shown that students with a higher self-concept tend to perform better academically; however, this performance could equally be influenced by an array of social, economic, or cognitive factors that are often overlooked. This recognition is crucial in forming a holistic understanding of the learner’s experience.

Additionally, the implications of their findings extend beyond theoretical discourse; they carry significant ramifications for educational practices. If educators believe that bolstering self-concept is the key to unlocking academic potential, they may allocate resources and training toward initiatives aimed at enhancing self-perception among students. However, Sorjonen et al.’s findings prompt a re-evaluation of such strategies. They advocate for a more nuanced approach, one that incorporates the diverse dynamics affecting student achievement and focuses on holistic educational practices beyond merely fostering self-belief.

Another important consideration made by the authors pertains to the developmental aspect of academic self-concept. It’s crucial to understand that self-concept evolves as learners progress through different stages of their education. Children’s perceptions of their abilities are shaped significantly by feedback from teachers, peers, and their own experiences. Thus, while interventions targeting self-concept might yield benefits at a specific developmental stage, these effects may not be consistent as students age or transition into different educational environments.

In light of these complexities, Sorjonen et al. propose educational frameworks that are grounded in evidence-based practices. For instance, promoting a growth mindset – the belief that abilities can be developed through dedication and hard work – may provide learners with a more constructive perspective on challenges and failures. Such frameworks encourage resilience and adaptability, which could lead to a more supportive learning environment rather than focusing solely on self-perception.

The discourse surrounding self-concept and academic achievement is evidently multi-layered and multifactorial. Critics of the authors may argue that dismissing the role of self-concept altogether neglects its perceived benefits. However, Sorjonen et al. argue that acknowledgment of its possible positive effects ought to be tempered by a clear understanding of its limitations. In educational psychology, it’s imperative to strike a balance between fostering positive self-concept while also equipping students with the skills and support they need to succeed, irrespective of their self-perceptions.

The authors’ contention holds implications for researchers and educators alike. They urge the academic community to remain vigilant against over-generalizations regarding self-concept’s role in achievement. With ongoing advancements in educational research methodologies, there exists an opportunity to explore these dynamics more deeply and yield data that can inform effective teaching practices.

The skepticism surrounding self-concept as a primary catalyst for academic achievement echoes broader discussions in education regarding the nature of student success. It is vital for stakeholders to consider diverse student experiences and the interplay of various factors that contribute to learning outcomes. Sorjonen and her colleagues contribute a critical voice to this ongoing dialogue, advocating for a comprehensive analysis that encourages deliberate, data-driven changes in educational approaches.

As discussions regarding self-concept and achievement continue, educators are called to embrace pedagogical strategies backed by research rather than assumptions. The recognition that achievement does not solely depend on one’s self-perception leads to a more collaborative learning environment where multiple factors contributing to student success can be identified and addressed effectively.

In conclusion, while self-concept undeniably forms a part of the educational experience, the evidence for its direct causal impact on academic success remains tenuous at best. Sorjonen, Melin, and Nilsonne have engaged thoughtfully with this complex topic, reminding the academic community to remain cautious in interpretations of self-concept and encouraging a broader examination of the myriad influences on student achievement. As scholars continue to contest and refine theories in educational psychology, the debate sparked by their article cements the importance of grounded research in shaping educational policies and practices for the betterment of learner outcomes.

Subject of Research: Academic Self-Concept and its Effect on Achievement

Article Title: Still No Convincing Evidence for a Causal Effect of Academic Self-Concept on Achievement: A Reply to Núñez-Regueiro et al., 2025

Article References:

Sorjonen, K., Melin, B. & Nilsonne, G. Still No Convincing Evidence for a Causal Effect of Academic Self-Concept on Achievement: A Reply to Núñez-Regueiro et al., 2025.
Educ Psychol Rev 37, 98 (2025). https://doi.org/10.1007/s10648-025-10083-7

Image Credits: AI Generated

DOI: 10.1007/s10648-025-10083-7

Keywords: Academic self-concept, Achievement, Educational psychology, Correlation vs. causation, Growth mindset, Evidence-based practices.