The present research, by using cross-sectional (Study 1, N = 413) and daily diary methods (Study 2, N = 95) aimed to investigate the way intelligence mindset influences students’ self-esteem and emotional experiences when they are confronting academic adversities (i.e., failures and difficulties). Although fixed intelligence mindset showed no association with students’ daily positive or negative emotions, results consistently indicated that fixed intelligence mindset moderated the effect of academic failures (Study 1) and daily difficulties (Study 2) on their self-esteem. Academic adversities reduced students’ self-esteem, and fixed intelligence mindset amplified this effect.
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