To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses
To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses
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DOI：
10.1177/0956797617739704
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发表时间：
2018-04-01
影响因子：
8.2
通讯作者：
Macnamara, Brooke N.
中科院分区：
文献类型：
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作者：
Sisk, Victoria F.;Burgoyne, Alexander P.;Macnamara, Brooke N.
思维定势（又名内隐理论）是关于人类属性本质的信念（例如，智能）。该理论认为，具有成长心态的个体（相信属性可以通过努力而改变）享有许多积极的结果，包括更高的学术成就，而具有固定心态的同龄人则会经历消极的结果。鉴于这种关系，世界各地的学校都实施了旨在提高学生成长心态的干预措施，从而提高他们的学业成绩。在我们的第一个荟萃分析（k = 273，N = 365，915）中，我们检查了心态和学业成就之间的关系以及潜在的调节因素。在我们的第二个荟萃分析（k = 43，N = 57，155）中，我们检查了心态干预对学业成绩和潜在调节因素的有效性。两项荟萃分析的总体效果均较弱。然而，一些结果支持该理论的特定原则，即社会经济地位低或学术风险高的学生可能会从心态干预中受益。
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. In our first meta-analysis (k = 273, N = 365,915), we examined the strength of the relationship between mind-set and academic achievement and potential moderating factors. In our second meta-analysis (k = 43, N = 57,155), we examined the effectiveness of mind-set interventions on academic achievement and potential moderating factors. 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.