The ongoing debate over the positive effects of a growth mindset on student outcomes has called for investigations into its contextual moderators (see Yeager & Dweck in Am Psychol 75(9):1269–1284, 2020. 10.1037/amp0000794). This study examined the potential moderating role of parental support in the associations of a growth mindset with student achievement (reading, math, science) and persistence. We used linear mixed effects analyses on the PISA 2018 dataset consisting of 468,059 15-year-old students from 76 countries/regions, accounting for the nested structure at the country level, measurement errors, sampling weights, and all plausible values for achievement. After controlling for student gender, grade, and socioeconomic status, findings show that both growth mindset and parental support positively predicted all achievement outcomes. Importantly, results show significant interactions between growth mindset and parental support for all four outcomes, suggesting that the growth mindset was more positively linked to achievement and persistence when students perceived higher parental support. The strength of the growth mindset $$\times$$ × parental support interaction varied across countries/regions, with stronger effects found in cultures with higher collectivism. These findings highlight how parental support strengthens the link between growth mindset and student achievement and persistence, with variations across cultures. Theoretical and practical implications are discussed.

Personal organization, productivity, and efficient use of one’s time represents one of the most ubiquitous and popular subjects within the self-help media marketed to general audiences. Consistent with this view, researchers have established that increased or more effective time management is predictive of improved well-being and performance within student populations. Within the framework of self-regulated learning, students’ achievement motivation stands out as a critical factor viewed as essential to understanding their time management. Nevertheless, a robust understanding of the theoretical relations that link motivation and time management thus far has escaped thorough scrutiny. Most notably, a dedicated consideration of the research linking motivation and time management has not yet been undertaken. Our overall purpose was to address this absence by synthesizing theoretical perspectives and evaluating empirical evidence linking achievement motivation and time management and by providing a guide for future research. In line with this overarching goal, we first review the conceptual understanding of time management and how it fits with achievement motivation within the framework of self-regulated learning. Next, we conduct a critical evaluation of empirical evidence regarding the connection of time management and core constructs drawn from five prominent models of achievement motivation. Finally, we draw broader conclusions and map out key directions for researchers and practitioners interested in motivation, time management, and their relations within academic contexts.

Background: As children mature, they tend to develop a fixed mindset in math, which has been identified as a contributor to declining confidence and widespread anxiety in math. Both parents and teachers can function as critical socializers in shaping children’s fixed mindsets. Aims: Given that children's beliefs are formed through interactions with socializers, we tested our hypothesis that the mindsets and expectations of parents and those of teachers perceived by students would predict the children's mindsets, motivation and achievement in math. We further posited that these social influences would indirectly shape students' self‐efficacy and test anxiety through students' mindsets, ultimately predicting their persistence and achievement in math. Sample and Methods: Using multilevel path analyses, we analysed the data from 507 third‐ and fourth‐graders in 28 classrooms and their parents in Korea. Results: Among the self‐reported parental measures, only parental expectations for their child’s success in math were a significant negative predictor of students’ fixed mindsets in math at the within‐class level. Student perceptions of their teacher’s fixed mindsets and expectations were, respectively, a positive and a negative predictor of students’ fixed mindsets. Students’ fixed mindsets, in turn, positively predicted their math test anxiety and negatively predicted their math self‐efficacy, persistence, and achievement. Patterns observed at the between‐class level were generally consistent with those at the within‐class level. Conclusions: This study found meaningful associations of self‐reported parental beliefs and student‐perceived teacher beliefs with student mindsets, motivation, and achievement in math. Longitudinal or experimental research is needed to clarify their causal relationships.

We examined relations of U.S. teachers’ perceptions of mastery and performance goal structures to violence perpetrated against them before and during COVID-19. We hypothesized that perceptions of an instructional emphasis on mastery (i.e. mastery goal structure) would be related to lower levels of victimization, whereas perceptions of an emphasis on performance (i.e. performance goal structure) would be related to greater victimization. Using a sample of 9,363 teachers, we conducted negative binomial regression analyses, controlling for teacher and school characteristics. Perceptions of a performance goal structure were related to higher levels of teacher-directed violence, whereas perceptions of a mastery goal structure were related to lower levels of violence. Results underscore the benefits of school mastery versus performance goal structures for bolstering student motivation and teacher safety.