Impact

MindSetGO 2.0 generated a positive and lasting impact for participants in project activities, for beneficiaries, for partner organizations and other relevant stakeholders.

The main impact of our project is to enhance the growth mindset school culture. This was achieved through increasing the number of teachers and principals using growth mindset concepts in their practice. The prerequisite for a high impact of the project is high quality intellectual outputs. Therefore, Didaktikcentrum, the partner responsible for evaluation, thoroughly evaluated the quality of the intellectual outputs.

Internal target groups

• Teachers: They actively use mindset concepts in their practice. Teachers are encouraged to develop their own growth mindset, leading to greater extent of growth mindset of teachers. The attitude of teachers, included in the project, towards mistakes, intelligence, feedback, challenges, and creating a learning environment was changed. One of the impacts is better teachers’ self-efficacy regarding their impact on students. Because of the availability of free hands-on creative and inspiring teaching activities for growth mindset, they are able to develop students’ growth mindset. Teachers get practical ideas on how to plan lessons cultivating a growth mindset. They are expected to use a growth mindset communication framework more often. With the help of project results they can improve formative assessment skills. Teachers raised their awareness of fixed and growth mindset, their own style (fixed or growth) and when the growth mindset can help. Better cooperation between teachers, students and parents was achieved. Teachers got stronger confidence in their teaching careers. They experience different teaching methods and exchange experience with their peers.
• Students: Better students’ self-efficacy regarding their school work was achieved and increased learning motivation, since teachers actively worked on students’ growth mindsets. Growth mindset, which students are developing, reduces stress and aggression in students as well as increasing wellbeing and emotional functioning, improves self-esteem, learning orientation and reduces helplessness and is linked with grit and pro-social behaviour. Some of the students had the possibility to connect with students from other EU countries, which improved their language skills and raised European awareness. Students improved their relationship with their teachers.
• Principals and other school staff: With the growth mindset concept the school culture was transformed into a more encouraging and supportive one. This enabled better relationships between school staff, students and parents. Better self-efficacy of students and teachers improved the reputation of the school, which is important to many principals. Greater extent of growth mindset of principals and other school staff was also achieved.
• Parents: Firstly, parents’ awareness about growth mindset was raised. They learnt how to provide support to their children by cultivating a growth mindset also at home in their families, which is connected with improved parenting skills. Growth mindset communication framework was largely adopted by parents. The project enhanced parents’ active participation in developing a growth mindset culture. Better cooperation between teachers and parents was also reached.

The external target group and other relevant stakeholders

Other schools and teachers, NGOs, Institutes and Associations in the field of education, Policy makers (local/regional decision makers and municipalities), Providers of teachers’ training, Universities with future teachers, Social media communities:

This project raised their awareness of:

1. fixed and growth mindset among different stakeholders in education;
2. a common responsibility of all key stakeholders to nurture growth mindset;
3. its own mindset (fixed or growth) in different situations;
4. how and when can growth mindset help.

Everybody had the possibility to get access to project products and to adapt them to their contexts/realities.

Participation in dissemination activities such as multiplier events represented a good chance for them to develop new contacts, which promote synergies and new opportunities.

Partners

1. Possibility to integrate the growth mindset in the framework of educational and training activities implemented.
2. Increased capacity to cooperate at European and local level between and among organizations and single experts.
3. Increased knowledge and skills in relation to the development of innovative teaching/ learning models and tools.
4. Transnational insight into experience with growth mindset, consequently they developed their competencies for further work in this field (capacity building).
5. Teamwork development.
6. Develop strong networks for future projects

Project provided positive impacts at local, national and European level. Indeed, project results have the power to be transferred and exploited even in other European countries. Project, in the dissemination part, identifies interested players, including policy makers both at national and European level. During the project, impacts listed below were further reviewed and improved.

Local

1. increased growth mindset culture in participating schools, together with a greater extent of growth mindset of students, teachers, principals, parents and other school staff;
2. improved quality of teaching of those who participated in project;
3. improved formative assessment skills of teachers in participating schools;
4. more frequent use of the growth mindset language in communication with students of teachers;
5. better teachers’ self-efficacy regarding their impact on students;
6. better students’ self-efficacy regarding their school work;
7. increased motivation and satisfaction of students;
8. strengthening of the European dimension of all the participating partners;
9. improved project management skills;
10. increased motivation of students for participating in international school projects with peers;
11. increased support and involvement of parents in school life;
12. increased number of parents cultivating a growth mindset in their families;
13. better relationship between students, parents and teachers.

Regional/national

1. raised awareness among policy makers of the importance of developing growth mindset in schools;
2. increased number of teachers’ trainers capable of providing trainings about the growth mindset;
3. better informed relevant stakeholders (policy makers, NGOs, educational institutes etc.) about the growth mindset;
4. increased opportunities for teachers for improving the quality of teaching;
5. better access to high-quality free tools for student motivation;
6. active encouragement of policy makers to include growth mindset concepts into school curriculums.

European and international

1. reinforced cooperation with schools from other countries;
2. increased competencies for work in international teams;
3. with the help of transnational learning activities participants will improve their foreign language skills and have a more positive attitude towards the - European project and the EU values;
4. improving the visibility of the growth mindset free resources across European countries among our target groups mentioned in the dissemination plan;
5. increased opportunities for teachers for professional development;
6. educational innovation in continuous professional development of teachers;
7. increased accessibility of free high-quality evidence based and practice driven training material for teacher training organisations.