Growth Mindset and Metacognition: How They Work Together

Growth mindset and metacognition work together when learners believe improvement is possible and know what to do next. A growth mindset without strategy can become empty encouragement. Metacognition gives the learner a route: plan, monitor, adjust and review.

For teachers, the useful question is not whether learners can repeat positive phrases. It is whether they can notice confusion, choose a better strategy and explain why that strategy fits the task.

This guide shows how to connect mindset language with practical metacognitive routines, so feedback leads to action rather than posters, slogans or vague resilience talk.

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For the full plan-monitor-review cycle that gives mindset feedback a next step, see our main metacognition guide.

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What Is Growth Mindset?

Growth mindset is the belief that intelligence and abilities can be developed. This is in contrast to a "fixed mindset," which assumes that intelligence is static. Learners with a growth mindset embrace challenges, persist through setbacks, and see effort as a path to mastery. They are also more likely to take risks and view failure as an opportunity to learn (Dweck, 2006).

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A growth mindset isn't just about positive thinking. It is about understanding that the brain is like a muscle that grows stronger with use. When learners are encouraged to focus on the process of learning, rather than just the outcome, they are more likely to develop a growth mindset. This can lead to increased motivation, resilience, and academic achievement.

Teachers can build a growth mindset by praising effort and strategies, not just innate ability. Providing opportunities for learners to reflect on their learning process is also helpful. Furthermore, it is important to create a classroom culture where mistakes are seen as valuable learning experiences. This helps learners feel safe to take risks and challenge themselves.

For example, instead of saying "You're so smart!" when a learner answers a question correctly, a teacher could say, "I can see you worked really hard to understand this concept." This reinforces the idea that effort and learning are the keys to success. Another example is to use formative assessment to provide feedback focused on improvement, rather than just a grade.

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What Is Metacognition?

Metacognition means "thinking about thinking". See Flavell (1979) for details. It means learners know their thought processes and how to manage them. Metacognition has two parts: knowledge and regulation. Learners use knowledge to understand their abilities. Regulation means planning, monitoring, and evaluating learning.

Research from Flavell (1979) and Schraw (1998) shows learners understand their own strengths and weaknesses. Learners know various strategies, choosing the right ones. Metacognitive regulation means learners actively manage their learning. They set goals, monitor progress, and adjust tactics (Brown, 1987).

Metacognition helps learners become more self-directed. When learners grasp their best learning methods, they own their education. This boosts grades, motivation, and self-belief. Teachers must explicitly teach metacognitive strategies (Flavell, 1979; Dunlosky & Metcalfe, 2009).

Metacognition is fostered when teachers ask learners about their work (Flavell, 1979). For example, ask: "What strategies did you use?" and "What would you change?" Graphic organisers aid learners in seeing their thinking (Novak, 1998). Learners can then spot areas needing improvement (Zimmerman, 2000).

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How Growth Mindset and Metacognition Connect

Growth mindset and metacognition link and boost each other. A growth mindset motivates learners to use metacognition (Dweck, 2006). Metacognition shows learners effort improves results, building growth mindset (Flavell, 1979). Learners believing in improvement actively monitor their learning (Nelson & Narens, 1990).

Learners with a growth mindset are more likely to embrace challenges and persist through setbacks. Metacognition provides them with the tools to do so effectively. By understanding their own learning processes, learners can identify effective strategies and adjust their approach when needed. This combination of belief and skill creates a powerful engine for learning.

Learners see links between effort, strategies, and results if you make them clear. After tough tasks, discuss the strategies learners tried (Dweck, 2006). Explore how those strategies affected success or failure (Yeager & Dweck, 2012). This shows learners how their work impacts outcomes (Blackwell et al., 2007).

Consider a maths lesson where learners are struggling with a new concept. A teacher might say, "This is tough, but remember, our brains grow when we face challenges. Let's think about different strategies we can use to solve this problem. Which methods have worked for you in the past? How can we adapt them to this new situation?" This explicitly connects the growth mindset with metacognitive strategies.

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Dweck's Research: What Teachers Need to Know

Carol Dweck's research on mindset has had a significant impact on education. Her work highlights the importance of praising effort and learning strategies over innate ability (Dweck, 2006). Dweck found that learners who are praised for their intelligence are more likely to avoid challenges and give up easily when faced with difficulties. In contrast, learners who are praised for their effort are more likely to embrace challenges and persist through setbacks.

Dweck's research also emphasises the importance of creating a classroom culture that values learning and growth. This includes providing opportunities for learners to reflect on their learning process and learn from their mistakes. It also involves creating a safe and supportive environment where learners feel comfortable taking risks and challenging themselves. Teachers should model a growth mindset themselves, demonstrating a willingness to learn and grow.

It is important to note that growth mindset is not about telling learners they can do anything if they just try hard enough. It is about helping them understand that their abilities can be developed through dedication, hard work, and effective strategies. It is also about teaching them how to learn effectively, including how to set goals, monitor their progress, and adjust their approach when needed. Teachers can use scaffolding in education to support learners as they develop these skills.

For instance, a teacher could share a personal story about a time when they struggled to learn something new. They could then explain how they overcame those challenges by using effective strategies and persisting through setbacks. This helps learners see that even teachers face challenges and that growth is a process that takes time and effort.

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The EEF Evidence on Metacognition

The Education Endowment Foundation (EEF) researched metacognition's impact on learner results. EEF findings show metacognitive strategy instruction improves academic achievement. The EEF Toolkit (2021) suggests a seven-month learning gain using these approaches. Metacognition is a cost-effective intervention for educators.

The EEF highlights teaching metacognitive strategies explicitly. Don't just expect learners to develop them (EEF). Teach learners to plan, monitor, and review their learning instead. Give them chances to practise in different situations. The EEF suggests teachers use a structured approach like "plan, do, review".

The EEF also highlights the importance of providing learners with feedback on their use of metacognitive strategies. This feedback should be specific, timely, and focused on helping learners improve their learning processes. Teachers can use a range of questioning strategies to encourage learners to reflect on their learning. Furthermore, the EEF stresses that metacognition should be integrated into all subject areas, rather than taught as a separate skill.

For example, in a science lesson, a teacher could ask learners to plan their approach to an experiment before they begin. During the experiment, they could encourage learners to monitor their progress and make adjustments as needed. After the experiment, they could ask learners to evaluate their findings and reflect on what they have learned. This helps learners develop metacognitive skills in the context of a specific subject area.

Growth mindset helps learners embrace challenges (Dweck, 2006). Metacognition gives learners skills to understand and manage their learning. This guide offers ways to use these ideas in your classroom.

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Practical Strategies for the Classroom

Dweck's (2006) growth mindset pairs well with metacognition. Teachers need strategies they use often to help learners. These plans should grow mindset in learners. They must also build learners' metacognitive skills and awareness (Flavell, 1979).

"Think-alouds," where teachers show their thought processes, work well. Learners then see how experts tackle problems and use metacognition. Teachers should also have learners use graphic organisers to plan ideas (Vygotsky, 1978).

Another powerful technique is to incorporate reflection activities into lessons. Ask learners to reflect on what they have learned, how they learned it, and what challenges they faced. Encourage them to identify strategies that worked well and areas where they need to improve. This can also be supported by scaffolding in education.

For example, after a science experiment, ask learners to write a short reflection on the steps they took, the results they observed, and any challenges they encountered. Encourage them to think about how they could improve their approach next time. This promotes metacognitive awareness and helps learners develop more effective learning strategies. Retrieval practice can also be used to reinforce learning and promote metacognitive reflection.

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Common Mistakes with Growth Mindset

Dweck's (2006) growth mindset is powerful, but avoid focusing only on effort. Learners need effective strategies, not just hard work, for success. Blackwell et al. (2007) found strategy use matters.

Another mistake is to use praise that is insincere or generic. Learners can often see through empty praise, which can undermine their motivation. Praise should be specific, genuine, and focused on the process rather than the outcome. Avoid phrases like "You're so clever!" and instead say "I noticed you used a really effective strategy to solve that problem!".

It's also important to avoid confusing growth mindset with simply telling learners to "try harder." Growth mindset is about building a belief in the ability to improve and providing the tools and support needed to do so. It's about teaching learners how to learn effectively and how to overcome challenges.

For example, if a learner is struggling with a writing assignment, don't just tell them to "try harder." Instead, provide them with specific feedback on their writing, model effective writing strategies, and offer opportunities for revision and improvement. This provides the necessary support for growth. This is relevant to cognitive load theory.

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Assessing Metacognitive Growth

Black and Wiliam (1998) argue assess learner understanding, not just facts. Focus on how learners control their learning, as Flavell (1979) suggested. Use self-reflection and peer assessment as Hattie (2012) recommends. Teachers can also observe learning, as Vygotsky (1978) noted.

Self-reflection helps learners understand their thinking (Flavell, 1979). Teachers can ask learners to consider their strategies, strengths, and areas for improvement. Learners might use writing, journals, or group talks to reflect (Schön, 1983; Boud et al., 1985).

Peer assessment can also be a useful tool for assessing metacognitive growth. Encourage learners to provide feedback to each other on their learning strategies and their ability to solve problems. This can help learners become more aware of their own thinking processes and learn from others.

Teachers can also assess metacognitive growth through observation. Pay attention to how learners approach challenges, how they use learning strategies, and how they respond to feedback. Use this information to provide targeted support and guidance.

Learners plan, track progress, and assess contributions in group work. Give feedback on their goal-setting, strategies, and learning reflections. (Flavell, 1979; Nelson & Narens, 1990). This offers key insights into learner metacognitive development. (Veenman et al., 2006).

Assessment Method	Description	Example
Self-Reflection	Learners reflect on their learning process.	Journal entries on learning strategies.
Peer Assessment	Learners provide feedback to each other.	Feedback on problem-solving approaches.
Teacher Observation	Teachers observe learners' strategies.	Observing group project planning.

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Growth Mindset Beyond the Poster

Growth mindset should be more than just a poster on the wall. It needs to be embedded in the classroom culture and consistently reinforced through teaching practices. This means creating a learning environment where learners feel safe to take risks, make mistakes, and learn from their experiences.

Teachers can model a growth mindset by sharing their own struggles and learning experiences. Talk about times when you faced challenges, made mistakes, and learned from them. This shows learners that it's okay to struggle and that learning is a continuous process.

It's also important to challenge fixed mindset beliefs when they arise. When learners say things like "I'm not good at this," challenge them to reframe their thinking. Encourage them to focus on what they can learn and how they can improve. Remind them of the power of effort and perseverance.

For example, if a learner says "I'm just not a maths person," respond by saying "Maybe you haven't found the right strategies yet. Let's work together to find some approaches that work for you." This helps challenge fixed mindset beliefs and promotes a growth-oriented perspective. Spaced practice and other learning techniques can also support this.

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Further Reading