This study examined student and teacher attitudes and beliefs about growth mindset (beliefs about the malleability of ability and the payoff for student effort), performance avoidance (hiding one’s effort or refraining from making an effort due to concerns of failure or embarrassment), and academic behaviors (such as completing homework and participating in class) in Nevada’s Clark County School District. Most students reported beliefs that are consistent with a growth mindset. Students’ reported levels of growth mindset, performance avoidance, and academic behaviors differed significantly by grade level, prior academic achievement, English learner status, and race/ethnicity. By contrast, for the most part teachers’ beliefs did not vary significantly according to the characteristics of the students in their schools.

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