What can be learned from growth mindset controversies?
What can be learned from growth mindset controversies?
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DOI：
10.1037/amp0000794
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发表时间：
2020-12
期刊：
影响因子：
--
通讯作者：
Dweck CS
中科院分区：
文献类型：
--
作者：
Yeager DS;Dweck CS
成长型思维模式是一种相信智力是可以发展的。本文旨在回答最近关于成长心态的问题，例如：成长心态能否预测学生的成绩？成长心态干预是否有效，并且可靠？效应量是否足够有意义，值得关注？教师能否成功地向学生灌输成长心态？在探讨了从这些问题中吸取的重要教训后，本文得出结论，大规模的研究，包括预先注册的复制和第三方（如国际政府机构）进行的研究，证明了对成长心态研究的信心。然而，minimizing效果是有意义的异质性的个人和背景。本文描述了三个最新的进展，帮助该领域从这种异质性中学习：标准化的措施和干预措施，专门设计的研究，以确定在哪里成长心态干预不工作（以及为什么），以及预测和解释适度效应的概念框架。下一代的心态研究可以建立在这些进步的基础上，例如，开始理解，也许改变课堂环境的方式，可以使干预更有效。在整个过程中，作者反思了可以丰富复制和推广元科学观点的经验教训。
The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict student outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a growth mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies, including pre-registered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in growth mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where growth mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of mindset research can build on these advances, for example, to begin to understand and perhaps change classroom contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich meta-scientific perspectives on replication and generalization.
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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：
10.7
作者：
Chetty, Raj;Friedman, John N.;Rockoff, Jonah E.
通讯作者：
Rockoff, Jonah E.
影响因子：
7.6
作者：
DIENER, CI;DWECK, CS
通讯作者：
DWECK, CS
影响因子：
8.2
作者：
Cheung, Alan C. K.;Slavin, Robert E.
通讯作者：
Slavin, Robert E.
影响因子：
7.6
作者：
Cury, F;Elliot, AJ;Moller, AC
通讯作者：
Moller, AC