How does caregiver–child conversation during a scientific storybook reading impact children's mindset beliefs and persistence?

Abstract This study explores how caregiver–child scientific conversation during storybook reading focusing on the challenges or achievements of famous female scientists impacts preschoolers' mindset, beliefs about success, and persistence. Caregiver–child dyads ( N = 202, 100 female, 35% non‐White, aged 4–5, ƒ = .15) were assigned to one of three storybook conditions, highlighting the female scientist's achievements , effort , or, in a baseline condition, neither. Children were asked about their mindset, presented with a persistence task, and asked about their understanding of effort and success. Findings demonstrate that storybooks highlighting effort are associated with growth mindset, attribution of success to hard work, and increased persistence. Caregiver language echoed language from the assigned storybook, showing the importance of reading storybooks emphasizing hard work.