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Papers on “growth mindset intervention academic achievement”

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  1. A national experiment reveals where a growth mindset improves achievement

    David S. Yeager, Paul Hanselman, G. Walton, et al. · 2019 · Nature · 1,276 cites

    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 gr

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  2. Do growth mindset interventions impact students' academic achievement? A systematic review and meta-analysis with recommendations for best practices.

    B. Macnamara, Alexander P. Burgoyne · 2022 · Psychological bulletin · 289 cites

    According to mindset theory, students who believe their personal characteristics can change-that is, those who hold a growth mindset-will achieve more than students who believe their characteristics are fixed. Proponents of the theory have developed interventions to influence students' mindsets, claiming that these interventions lead to large gains in academic achievement. Despite their popularity, the evidence for growth mindset intervention benefits has not been systematically evaluated considering both the quantity and quality of the evidence. Here, we provide such a review by (a) evaluating empirical studies' adherence to a set of best practices essential for drawing causal conclusions a

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  3. An Online Growth Mindset Intervention in a Sample of Rural Adolescent Girls

    Jeni L. Burnette, V. M. Russell, Crystal L. Hoyt, et al. · 2017 · The British journal of educational psychology · 119 cites

    Background Students living in rural areas of the United States exhibit lower levels of educational attainment than their suburban counterparts. Innovative interventions are needed to close this educational achievement gap. Aims We investigated if an online growth mindset intervention could be leveraged to promote academic outcomes. Sample We tested the mindset intervention in a sample of 222 10th grade adolescent girls (M age=15.2; 38% White, 25% Black, 29% Hispanic) from four rural, low-income high schools in the Southeastern United States. Methods We conducted a randomized controlled trial to test the efficacy the growth mindset intervention, relative to a sexual health program. We used ra

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  5. A values-aligned intervention fosters growth mindset–supportive teaching and reduces inequality in educational outcomes

    Cameron A. Hecht, Christopher J. Bryan, D. Yeager · 2023 · Proceedings of the National Academy of Sciences of the United States of America · 48 cites

    Significance Large socioeconomic inequalities have long persisted in the US education system. We tested a method to reduce this inequality by motivating high-school teachers to adopt classroom practices that demonstrate a belief in students’ capacity to learn and improve. The intervention successfully encouraged teachers to adopt these practices and thereby improved academic achievement in classes with higher proportions of students facing socioeconomic disadvantages. This study provides evidence for a method to help address socioeconomic inequality in educational outcomes by targeting teachers with scalable interventions. This method is a promising alternative to existing approaches that pl

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  6. Growth mindset intervention among French university students, and its articulation with proactive coping strategies

    Sacha Parada, J. Verlhiac · 2021 · Educational Psychology · 41 cites

    Abstract The aim of this work is to examine the effects of a growth mindset intervention amongst first-year university students during a longitudinal study spanning over 1 month and to develop a model linking well-being and achievement variables. Growth mindset interventions, by teaching malleable instead of fixed self-conceptions, would allow students to be better equipped to face academic challenges. While previous research has focussed on academic achievement, we propose to examine the articulation between mindset and proactive coping strategies, and their impact on well-being, as well as achievement during the transition period that starting higher education, represents. Results showed a

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  7. The Power of Believing You can Get Smarter: The Impact of a Growth-Mindset Intervention on Academic Achievement in Peru

    I. Outes-Leon, Alan Sánchez, Renos Vakis · 2020 · 40 cites

    This paper evaluates the academic impact of a growth-mindset intervention on students starting the secondary level in public schools in urban Peru. iExpande tu Mente! is a 90-minute school session aimed at instilling the notion that a person's own intelligence is malleable. Students in schools randomly assigned to treatment showed a small improvement in math test scores and educational expectations, with a large and sustained impact in test scores among students outside the capital city. At a cost of $0.20 per pupil, iExpande tu Mente! was highly cost-effective. The results show the potential that brief growth-mindset interventions have for developing countries.

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