As a group, entity theorists in this particular experiment came in to college with an overall higher record of academic achievement than the incremental theorists based on measures like SAT or ACT scores. Yet, despite their weaker record of prior academic achievement, the college grades of the incremental theorists as a group reached up to match those of the entity theorists. The growth–mind-set students had improved their potential and performance over the course of their 4 years, whereas the fixed–mind-set students had remained stable.
