Article Synopsis
- A short online growth mindset intervention improved grades and increased enrollment in advanced math for lower-achieving U.S. secondary students.
- The study highlighted that the effectiveness of the intervention was sustained in school environments where peer norms supported the growth mindset message.
- The research's credibility is strengthened by independent data collection, pre-registered analyses, and validation through a blinded Bayesian analysis.
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Article Abstract
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.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6786290 | PMC |
| http://dx.doi.org/10.1038/s41586-019-1466-y | DOI Listing |
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