scholarly journals The Impact of a Growth Mindset Intervention on the Reading Achievement of At-Risk Adolescent Students

2013 ◽  
Author(s):  
Stephen Allan Saunders
Keyword(s):  
At Risk ◽  
Reading Achievement ◽  
Growth Mindset ◽  
Adolescent Students ◽  
The Impact ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

scholarly journals Estimating the Impact of Growth Mindset on High School Mathematics Performance and Course-Taking

2020 ◽  
Author(s):  
Soobin Kim ◽  
Barbara Schneider ◽  
John Yun
Keyword(s):  
Controlled Trial ◽  
School Context ◽  
Growth Mindset ◽  
National Study ◽  
Control Activity ◽  
9Th Grade ◽  
Nationally Representative ◽  
The Impact ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

Using a randomized controlled trial in a nationally representative sample of 65 public high schools (N = 13,660), we tested the effects of a growth mindset intervention on math course- taking patterns and student achievement and explored whether school context was related to the success of the intervention. Students were randomly assigned to complete either the growth mindset intervention or a control activity during two 25-minute sessions. After participating in the growth mindset program used in the National Study of Learning Mindsets, students’ 9th- grade mathematics GPA increased by an average of 0.05 grade points on a 4.3-point scale. We found distinct patterns of treatment effects that depend on level of math preparation, course intensity, school context, and changes in students’ mindset.

scholarly journals The Effect of a Computerized Growth-Mindset Intervention on Teaching Students’ Mindset and Cognitive Stress Appraisal

2021 ◽  
Vol 6 ◽  
Author(s):  
Melissa Joy Montagna ◽  
Tamara Marksteiner ◽  
Oliver Dickhäuser
Keyword(s):  
Mediation Analysis ◽  
Growth Mindset ◽  
Stress Appraisal ◽  
Stress Theory ◽  
Cognitive Stress ◽  
Theoretical Assumptions ◽  
The Impact ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

The present study assessed the impact of a one-time computerized mindset intervention on teaching students’ cognitive stress appraisal before an upcoming exam. Previous research highlights the long-term effectiveness of growth-mindset interventions. Based on theoretical assumptions derived from the transactional stress theory as well as recent empirical evidence on intelligence mindset and stress, we proposed that changing students’ mindset would also impact their cognitive stress appraisal. In order to test this hypothesis, a sample of teaching students received a one-time computerized growth-mindset intervention aiming to foster viewing abilities as incremental. We found a significant as well as relatively lasting impact on participants’ mindset but no significant effect on participants’ stress appraisal. Nevertheless, an exploratory mediation analysis revealed that the intervention’s effect on participants’ appraisal of their coping ability (as part of the cognitive stress appraisal) was fully mediated by participants’ mindset. The results highlight the effectiveness of the utilized intervention and provide first practical insights into how a person’s mindset and their stress appraisal relate.

scholarly journals Why does a growth mindset intervention impact achievement differently across secondary schools? Unpacking the causal mediation mechanism from a national multisite randomized experiment

2020 ◽  
Author(s):  
Xu Qin ◽  
Stephanie Wormington ◽  
Alberto Guzman-Alvarez ◽  
Ming-Te Wang
Keyword(s):  
Academic Success ◽  
Internal Validity ◽  
Positive Association ◽  
Growth Mindset ◽  
National Study ◽  
Educational Transitions ◽  
Causal Mediation ◽  
The Impact ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

The growth mindset or the belief that intelligence is malleable has garnered significant attention for its positive association with academic success. Several recent randomized trials, including the National Study of Learning Mindsets (NSLM), have been conducted to understand why, for whom, and under what contexts a growth mindset intervention can promote beneficial achievement outcomes during critical educational transitions. Prior research suggests that the NSLM intervention was particularly effective in improving low-achieving 9th graders’ GPA, while the impact varied across schools. In this study, we investigated the underlying causal mediation mechanism that might explain this impact and how the mechanism varied across different types of schools. By applying an advanced analytic procedure developed under a causal framework, the analysis enhances the external and internal validity of the results. We found that challenge-seeking behavior played a significant mediating role, only in medium-achieving schools, which may partly explain the reason why the intervention worked differently across schools. We concluded by discussing implications for designing interventions that not only promote students’ growth mindsets, but also foster supportive learning environments under different school contexts.

scholarly journals Working Paper: Application of automatic sentiment analysis: The role of emotions in an experimental learning intervention

2020 ◽  
Author(s):  
Manyu Li
Keyword(s):  
Sentiment Analysis ◽  
School Achievement ◽  
Emotional Valence ◽  
Growth Mindset ◽  
Intervention Effect ◽  
Sentence Level ◽  
Academic Settings ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

This secondary-analysis register report aims at testing the role of emotion in the intervention effect of an experimental intervention study in academic settings. Previous analyses of the National Study of the Learning Mindset (Yeager et al., 2019) showed that in a randomized controlled trial, high school students who were given the growth mindset intervention had, on average higher GPA than did students in the control condition. Previous analyses also showed that school achievement levels moderated the intervention effect. This study further explores whether the emotion students experienced during the growth mindset intervention plays a role in the intervention effect. Specifically, using a sentence-level automated text analysis for emotional valence (i.e. sentiment analysis), students’ written reflections during the intervention are analyzed. Linear mixed models are conducted to test if valence reflected in the written texts predicted higher intervention effect (i.e. higher post-intervention GPA given pre-intervention GPA). The moderating role of school achievement levels was also examined. A 10% random sample of the data was analyzed as a pilot study for this registered report to test for feasibility and proof-of-concept. Results of the pilot data showed small, yet significant relations between emotional valence and intervention effects. The results of this study have implications on the role of emotion in the results of intervention or experimental studies, especially those that are conducted in academic settings. This study also introduces a user-friendly text-based analytic method for experimental psychologists to detect and analyze sentence-level emotional valence in an intervention or experimental study.

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