The present study is aimed at understanding the trajectory of students’ individual self-evaluation of their participation in co-operative learning amongst students with entity and incremental theories of intelligence. The study adopted the quasi-experimental method in which 78 students of standard IX studying in an English medium school participated. Students’ individual self-evaluation were studied using a rubric on 9 dimensions. The data were analysed using graphical technique. It was found that students with entity and incremental theories of intelligence showed that both the groups displayed a stabilising effect of the co-operative learning approach after 16 weeks on the nine dimensions, namely, (a) Contribution to Group Goals, (b) Punctuality, (c) Consideration of Others, (d) Contribution of Knowledge to the Group, (e) Team Work and Sharing with Others, (f) Explanation, (g) Solution, (h) Preparedness and (i) Involvement. Besides, students with incremental theory of intelligence showed a higher score on all the dimensions as compared to students with entity theory of intelligence except on the dimension of ‘Consideration of Others’ for which both the entity and incremental groups displayed similar effects of co-operative learning. Moreover, the graphs show a consistent improvement in students’ self-evaluation of individual performance and participation in the process of learning in both the groups.