Evaluate

• The study is culturally biased: 


  the results might not be representative of children in different states in America or in different countries. Both studies took place in different schools in New York – there might be specific education system in New York City had an effect on the results. The study would need to be replicated in different countries before it can be reliably stated that the growth mindset has a positive effect on achievement.
• Study 2, participants in the experimental group received more anti-stereotyping training than the control group 


  by being taught how the terms stupid and dumb are forms of stereotyping this extra instruction could have affected the participants motivated by creating a sense of unity within the class. This could have acted as a confounding variable.
• Although there were significant differences between the groups, the impact of the actual effect was relatively small 


  however the researchers argue that even small effects on motivation and attainment can have a significant impact over time.
• The study was reductionist as it only focused on the students mindsets 


  the researchers recognise that id both the parents and teachers held the belief that intelligence is not fixed that they might reinforce the belief in the students.