Academic Mindset in Economics: An International Comparison

This paper reports findings from a large-scale international study on academic mindset among economics students. Conducted through the Economic Education Network for Experiments (EENE), data were collected in the 2024/2025 academic year from eleven universities across eight countries: Finland, Germany, New Zealand, Pakistan, Singapore, Spain, Taiwan, and the United Kingdom. Surveys administered at the start and end of economics modules measured students’ sense of belonging, self-efficacy, growth mindset, and perceived relevance. Instructors also completed surveys on teaching experience, mindset, and pedagogy.

We analyse how academic mindset varies by demographic and institutional factors, how it changes over the term, and its link to academic performance. Female students report lower initial mindset scores than males, though the gender gap is smaller than in U.S. studies; it often persists or widens, particularly in Germany and New Zealand. Differences by under-represented background appear less marked, though further analysis is ongoing. Pedagogical context matters: active learning and intermediate-level courses support stronger mindset outcomes, while larger institutions and later years are linked to declines. Cross-national comparisons reveal how context and teaching shape academic mindset, offering insights for more inclusive economics education. </div>