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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 · 1,510 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

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 · 281 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

3. Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change

   Lisa B. Limeri, Nathan T. Carter, Jun Choe, et al. · 2020 · International Journal of STEM Education · 244 cites

   Abstract Background The extent to which students view their intelligence as improvable (i.e., their “mindset”) influences students’ thoughts, behaviors, and ultimately their academic success. Thus, understanding the development of students’ mindsets is of great interest to education scholars working to understand and promote student success. Recent evidence suggests that students’ mindsets continue to develop and change during their first year of college. We built on this work by characterizing how mindsets change and identifying the factors that may be influencing this change among upper-level STEM students. We surveyed 875 students in an organic chemistry course at four points throughout t

4. Leveraging Mindsets to Promote Academic Achievement

   Aneeta Rattan, Krishna Savani, Dolly Chugh, et al. · 2015 · Perspectives on Psychological Science · 243 cites

   The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive r

5. Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis

   Jérémie Blanchette Sarrasin, Lucian Nenciovici, Lorie‐Marlène Brault Foisy, et al. · 2018 · Trends in Neuroscience and Education · 138 cites

6. Growing Growth Mindset with a Social Robot Peer

   Hae Won Park, Rinat B. Rosenberg‐Kima, Maor Rosenberg, et al. · 2017 · 138 cites

   Mindset has been shown to have a large impact on people's academic, social, and work achievements. A growth mindset, i.e., the belief that success comes from effort and perseverance, is a better indicator of higher achievements as compared to a fixed mindset, i.e., the belief that things are set and cannot be changed. Interventions aimed at promoting a growth mindset in children range from teaching about the brain's ability to learn and change, to playing computer games that grant brain points for effort rather than success. This work explores a novel paradigm to foster a growth mindset in young children where they play a puzzle solving game with a peer-like social robot. The social robot is

7. Improving general chemistry performance through a growth mindset intervention: selective effects on underrepresented minorities

   Angela Fink, Michael J. Cahill, M. McDaniel, et al. · 2018 · Chemistry Education Research and Practice · 129 cites

   Women and minorities remain underrepresented in chemistry bachelor's degree attainment in the United States, despite efforts to improve their early chemistry achievement through supplemental academic programs and active-learning approaches. We propose an additional strategy for addressing these disparities: course-based, social-psychological interventions. For example, growth-mindset interventions are designed to support students during challenging academic transitions by encouraging them to view intelligence as a flexible characteristic that can be developed through practice, rather than a fixed ability. Previous research has shown that such interventions can improve the overall performance

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

   J. Burnette, 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