A national experiment reveals where a growth mindset improves achievement

Article

关键词: HIGH-SCHOOL;    PSYCHOLOGICAL INTERVENTIONS;    IMPLICIT THEORIES;    TRANSITION;    PERFORMANCE;    EDUCATION;    COURSES;    HEALTH;    FUTURE;   

DOI  :  10.1038/s41586-019-1466-y

来源: SCIE

【 摘 要 】

A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention-which teaches that intellectual abilities can be developed-improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention. Confidence in the conclusions of this study comes from independent data collection and processing, pre-registration of analyses, and corroboration of results by a blinded Bayesian analysis.

【 授权许可】

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