How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries.

Reanalysis of the US National Study of Learning Mindsets (N = 14,472) plus a new Norwegian experiment covering nearly all schools in two counties (N = 6,541)

United States and Norway; adolescents.

The developer group's own cross-national replication. Randomisation unit, control condition and preregistration status could not be confirmed from the accessible record, which is itself worth noting for a paper carrying this much replication weight. The archive-relevant design point is what was measured - a BEHAVIOURAL challenge-seeking task and administrative course-enrolment records rather than self-report.

The intervention increased challenge-seeking on a behavioural task in the US sample and the effect replicated in Norway, along with an increase in advanced-maths enrolment and subsequent passing. The paper's most useful structural finding is that school policies governing when and how students opt into advanced maths determine whether the intervention can pay off at all - the effect is contingent on an institutional affordance rather than on the student. Notably, NO grade or standardised-test achievement effect is claimed; the paper explicitly frames itself as going beyond grades or performance.

Low for the randomised contrasts.

The honest summary of the mindset replication record is that the behavioural and course-taking outcomes replicate across countries while the achievement outcomes do not. Rege et al. is the positive half of that statement, and its own framing concedes the negative half.