Why Does a Growth Mindset Intervention Impact Achievement Differently across Secondary Schools? Unpacking the Causal Mediation Mechanism from a National Multisite Randomized Experiment.
Why Does a Growth Mindset Intervention Impact Achievement Differently across Secondary Schools? Unpacking the Causal Mediation Mechanism from a National Multisite Randomized Experiment.
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DOI：
10.1080/19345747.2021.1894520
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发表时间：
2021
影响因子：
1.8
通讯作者：
Wang, Ming-Te
中科院分区：
文献类型：
--
作者：
Qin, Xu;Wormington, Stephanie;Guzman-Alvarez, Alberto;Wang, Ming-Te
成长型思维模式或认为智力是可塑性的观点因其与学术成功的积极联系而受到了极大的关注。最近进行了几项随机试验，包括国家学习心态研究（NSLM），以了解为什么，对谁，以及在什么情况下，成长心态干预可以在关键的教育过渡期间促进有益的成就成果。先前的研究表明，NSLM干预措施在提高低成就9年级学生的GPA方面特别有效，而影响因学校而异。在这项研究中，我们调查了可能解释这种影响的潜在因果中介机制，以及这种机制在不同类型的学校中是如何变化的。通过扩展最近开发的加权多站点因果中介分析方法，分析提高了外部和内部的有效性的结果。我们发现，寻求挑战的行为发挥了重要的中介作用，只有在中等成绩的学校，这可能部分解释了为什么干预工作不同的学校。最后，我们讨论了设计干预措施，不仅促进学生的成长心态，但也促进支持性学习环境下不同的学校环境的影响。
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 extending a recently developed weighting method for multisite causal mediation analysis, 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 conclude by discussing implications for designing interventions that not only promote students’ growth mindsets but also foster supportive learning environments under different school contexts.
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DOI：
10.1080/19345747.2018.1429037
发表时间：
2018-01-01
影响因子：
1.8
作者：
Broda, Michael;Yun, John;Diemer, Matthew
通讯作者：
Diemer, Matthew
影响因子：
1.9
作者：
Daniel RM;De Stavola BL;Cousens SN;Vansteelandt S
通讯作者：
Vansteelandt S
影响因子：
4.6
作者：
Blackwell, Lisa S.;Trzesniewski, Kali H.;Dweck, Carol Sorich
通讯作者：
Dweck, Carol Sorich
影响因子：
2.4
作者：
Hong, Guanglei;Qin, Xu;Yang, Fan
通讯作者：
Yang, Fan
影响因子：
2.4
作者：
Hong, Guanglei;Deutsch, Jonah;Hill, Heather D.
通讯作者：
Hill, Heather D.