The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study
The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study
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DOI：
10.1080/01443410.2012.675646
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发表时间：
2012-01-01
影响因子：
3.2
通讯作者：
Hannah, Elizabeth
中科院分区：
文献类型：
--
作者：
Donohoe, Claire;Topping, Keith;Hannah, Elizabeth
这项初步研究调查了在线互动方案脑科学（旨在鼓励成长型思维）对中学生思维方式、弹性和掌握感的影响。对33名13-14岁的参与者进行了准实验性的术前、术后和随访混合方法研究。测量工具为Dweck的智力理论量表和Embury的儿童青少年心理弹性量表。使用方差分析对定量数据进行分析。对来自焦点组的定性数据进行分类和编码。该方案导致干预组的前后心态得分显著增加。然而，在随访时出现了显著下降，干预措施的初步影响没有持续下去。对照组的心态没有明显变化。两组人的复原力和掌控感都没有显著变化。脑科学和非显着的后续调查结果的显着的短期影响进行了讨论。目前的研究有局限性，如样本量小，这对普遍性有影响。未来的研究应调查学校教育干预的长期有效性。
This preliminary study investigated the impact of the online interactive programme Brainology (which aimed to encourage a growth mindset) on the mindset, resiliency and sense of mastery of secondary school pupils. A quasi-experimental pre-, post-and follow-up mixed-methods study was carried out with 33 participants aged 13-14 years. The measures were Dweck's theories of intelligence scale and Prince-Embury's resiliency scales for children and adolescents. Quantitative data were analysed using analysis of variance. Qualitative data from focus groups were categorised and coded. The programme led to a significant increase in pre- to post-mindset scores for the intervention group. However, there was a significant decline at follow-up and the initial impact of the intervention was not sustained. There were no significant changes in mindset for the comparison group. There were no significant changes in resiliency or sense of mastery for either group. The significant short-term impact of Brainology and non-significant follow-up findings are discussed. The present study has limitations such as small sample size, which has implications for generalisability. Future research should investigate the longer term effectiveness of educational interventions in schools.