How does growth mindset inform interventions in primary schools? A systematic literature review
How does growth mindset inform interventions in primary schools? A systematic literature review
复制标题
成长心态如何影响小学干预？
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
C. Bond
中科院分区：
文献类型：
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作者：
Heather Savvides;C. Bond
摘要 成长心态干预最初基于实验研究的证据，在国际学校中广泛使用。本系统文献综述重点关注成长心态在小学的使用，无论是作为定制干预措施还是作为嵌入的文化实践，以研究该方法如何实施。 2018 年 8 月至 2019 年 2 月期间检索了 6 个数据库，检索到 131 篇论文，其中 10 篇因方法论质量和焦点适当性而被纳入。调查结果表明，该领域的研究通常规模较小，并且混合了整个学校的过程和结果评估以及有针对性的干预措施。本次审查发现，成长心态已应用于一系列学科领域以及整个学校和课堂的干预。这个新兴领域需要更严格的实施和结果研究。讨论了对教育心理学和学校实践的影响。
ABSTRACT Growth mindset interventions, initially based on evidence from experimental studies, are widely used in schools internationally. This systematic literature review focuses on the use of growth mindset in primary schools, whether as a bespoke intervention or as an embedded cultural practice, to examine how the approach is operationalised. Six data bases were searched between August 2018 and February 2019, resulting in 131 papers, ten of which were included for methodological quality and appropriateness of focus. Findings indicate that research in this area is generally small scale and a mixture of process and outcome evaluations of whole school and targeted interventions. This review found that growth mindset has been applied across a range of subject areas and as a whole school and classroom intervention. More rigorous implementation and outcome studies are needed in this emerging field. Implications for educational psychology and school practice are discussed.