The Role of Mindset in Education : A Large-Scale Field Experiment in Disadvantaged Schools
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This article provides experimental evidence of the impact of a four-year inter-vention aimed at developing students’ growth mindset and internal locus ofcontrol in disadvantaged middle schools. We find a 0.07 standard deviationincrease in GPA, associated with a change in students’ mindset, improved be-havior as reported by teachers and school registers, and higher educational andprofessional aspirations. International empirical benchmarks reveal that theintervention is at least ten times more cost-effective than the typical educa-tional intervention. However, while reducing between-school inequality whentargeted to disadvantaged schools, the program benefits less to more fragilestudents, therefore increasing within-school inequality.
2016 ◽
Vol 113
(52)
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pp. 14944-14948
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2011 ◽
Vol 28
(1)
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pp. 119-122
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