Measuring those who have their minds set: An item-level meta-analysis of the implicit theories of intelligence scale in education

Fixed and growth mindsets represent implicit theories about the nature of one's abilities or traits. The existing body research on academic achievement effectiveness mindset interventions for student learning largely relies premise that fixed are mutually exclusive. This has led to common practice in which measures one reversed then assumed other mindset. Focusing K-12 university students (N = 27328), we tested validity this via a comprehensive item-level meta-analysis Implicit Theories Intelligence Scale (ITIS). By means meta-analytic structural equation modeling network analysis, examined (a) ITIS item-item correlations their heterogeneity across 32 primary studies; (b) factor structure ITIS, including distinction between mindset; (c) moderator effects sample, study, measurement characteristics. We found positive within sets items, with substantial between-study heterogeneity. comprised two moderately correlated factors (? 0.63–0.65), even after reversing scale. was moderated by educational level origin assessment mode, scale modifications. Overall, argue not exclusive but constructs. discuss implications intelligence education.