Abstract
BACKGROUND: Extending recent work on mindset contexts, researchers have explored how peer mindsets relate to students' outcomes in the classroom. However, little is known about the specific behaviours that signal peer mindsets to students, and prior work has used correlational methods. AIM: The present study aims to identify specific peer behaviours that indicate their mindset beliefs to others and their impact on students' psychological and academic experiences. METHODS: We conducted qualitative focus groups (N = 15) and an experiment (N = 605) with undergraduate students. We developed vignettes that experimentally manipulated mindset-signalling peer behaviours in a hypothetical peer. Participants then rated their perceptions of the hypothetical peer's mindset and their expected classroom experiences. RESULTS: We found that seven peer behaviours-self-deprecation, withdrawing effort, explicit verbal messages, competitiveness, disinterest in helping others, boasting about success, and downplaying struggles-shaped students' perceptions of peer mindset. These perceptions, in turn, influenced their anticipated sense of belonging, imposter feelings, evaluative concerns, and academic risk-taking. Female students were more likely to perceive competitive and unhelpful peers as having a fixed mindset. CONCLUSION: The findings underscore the importance of peers in fostering inclusive, motivation-supportive classrooms. The seven identified behaviours serve as a foundation for future interventions designed to reshape peer interactions and foster a classroom environment that promotes a growth mindset.