<p>Recently, there has been significant interest in mindset research, and particularly in its implications for education. Specifically, the growth mindset, as defined by Dweck and Yeager, has transitioned from theoretical frameworks to empirical studies in learning and teaching. Against this backdrop, this study aims to explore the developmental trajectory and impacts of mindset research by analyzing publications in the Web of Science core database from 2000 to 2025. Methodologically, by utilizing CiteSpace to cluster the journals, we use Neo4J to construct a knowledge graph that maps out domains, clusters, and approaches across key journals, thereby discovering the development and impact of mindset studies. Notably, this is a data-driven and empirical study designed to review the learning and teaching psychology research on mindset. To this end, a sample of 1,160 representative articles was filtered from a total of 16,487 records in the Web of Science database. Our key findings provide insight into the evolving landscape of mindset research and its interdisciplinary connections in education. Specifically, the discipline knowledge graph shows that mindset studies are entering the detailed educational field, including teaching and learning behavior, cognitive and non-cognitive (enjoyment, stress, and anxiety) aspects, and multi-educational scenarios (e.g., math, physics, entrepreneurship, language, and creativity). Furthermore, the interventions and procedures of existing research show a descriptive difference in learners’ and teachers’ mindsets, which offers particular guidelines for the professional development of teachers and the academic growth of learners, as well as for identity and welfare, information technologies, and multi-subject comprehensive studies. Overall, this study clarifies key relationships among educational mindset studies, highlighting the development of mindset interventions and procedures in practice and their potential to shape future research in educational directions.</p>