Mind-sets
(aka implicit theories) are beliefs about the nature of human
attributes (e.g., intelligence). The theory holds that individuals with growth
mind-sets (beliefs that attributes are malleable with effort) enjoy
many positive outcomes—including higher academic achievement—while their
peers who have fixed mind-sets experience negative outcomes.
Given this relationship, interventions designed to increase students’ growth mind-sets—thereby increasing their academic achievement—have been implemented in schools around the world.
One new meta-analysis (k = 273, N = 365,915) examined the strength of the relationship between mind-set and academic achievement and potential moderating factors.
A second meta-analysis (k = 43, N = 57,155), examined the effectiveness of mind-set interventions on academic achievement and potential moderating factors.
This study determined that overall effects were weak for both meta-analyses. However, some results supported specific tenets of the theory, namely, that students with low socioeconomic status or who are academically at risk might benefit from mind-set interventions.
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Given this relationship, interventions designed to increase students’ growth mind-sets—thereby increasing their academic achievement—have been implemented in schools around the world.
One new meta-analysis (k = 273, N = 365,915) examined the strength of the relationship between mind-set and academic achievement and potential moderating factors.
A second meta-analysis (k = 43, N = 57,155), examined the effectiveness of mind-set interventions on academic achievement and potential moderating factors.
This study determined that overall effects were weak for both meta-analyses. However, some results supported specific tenets of the theory, namely, that students with low socioeconomic status or who are academically at risk might benefit from mind-set interventions.
Related article
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