Growth mindset tempers the effects of poverty on academic achievement
Growth mindset tempers the effects of poverty on academic achievement
复制标题
DOI：
10.1073/pnas.1608207113
复制
发表时间：
2016-08-02
影响因子：
11.1
通讯作者：
Dweck, Carol S.
中科院分区：
文献类型：
--
作者：
Claro, Susana;Paunesku, David;Dweck, Carol S.
两个很大程度上独立的实证研究机构表明，学业成绩受到结构因素（如社会经济背景）和心理因素（如学生对自己能力的信念）的影响。在这项研究中，我们使用来自智利的全国高中生样本来调查这些因素如何在系统层面上相互作用。证实先前的研究，我们发现家庭收入是成就的一个强有力的预测因子。扩展先前的研究，我们发现成长型心态（相信智力不是固定的，可以发展）是一个相当强的成就预测器，并且它与全国所有社会经济阶层的成就表现出积极的关系。此外，我们发现来自低收入家庭的学生比富裕家庭的学生更不可能拥有成长型心态，但那些拥有成长型心态的学生明显缓冲了贫困对成就的有害影响：家庭收入最低的10%的学生表现出成长型心态，其学业成绩与来自收入第80百分位的固定心态学生一样高。这些结果表明，学生的心态可能会在系统层面上缓和或加剧经济劣势的影响。
Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students' beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students' mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level.