Growth mindset has been shown to predict academic achievement in a variety of student populations, though the strength of the relationship can vary depending on the characteristics of the students examined. Using a large-scale sample of middle school students from a diverse district in the United States, we examine how multiple facets of students’ experiences and background characteristics may interact to impact the relation between mindset and academic achievement. We consider whether the risk factors of socioeconomic status (including a student’s daily experience of that status) and recent school transition interacted with mindset in predicting academic achievement. We show that mindset is most predictive of academic achievement in students with two academic risk factors. These results highlight the importance of context when considering how mindset might be used to improve academic achievement for students at the greatest academic risk.

成长心态已被证明可以预测各种学生群体的学业成绩，尽管这种关系的强度可能会根据所检查学生的特征而有所不同。我们使用来自美国不同地区的中学生的大规模样本，研究了学生经历和背景特征的多个方面如何相互作用，从而影响心态和学业成绩之间的关系。我们考虑社会经济地位的风险因素（包括学生对该地位的日常经历）和最近的学校过渡是否与预测学业成就的心态相互作用。我们发现，对于具有两个学业风险因素的学生来说，心态最能预测学业成绩。这些结果强调了在考虑如何利用心态来提高学业风险最大的学生的学业成绩时，背景的重要性。