A national experiment reveals where a growth mindset improves achievement
A national experiment reveals where a growth mindset improves achievement
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DOI：
10.1038/s41586-019-1466-y
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发表时间：
2019-09-19
期刊：
影响因子：
64.8
通讯作者：
Dweck, Carol S.
中科院分区：
文献类型：
--
作者：
Yeager, David S.;Hanselman, Paul;Dweck, Carol S.
行为科学的一个全球优先事项是开发具有成本效益的、可扩展的干预措施，以便在人口层面上改善青少年的学习成绩，但迄今为止，还没有对这种干预措施进行人口普适性抽样评估。在这里，我们展示了一种短时间(不到一小时)的在线成长心态干预--它教导学生的智力可以得到发展--提高了成绩较差的学生的成绩，并增加了在美国中学教育中具有全国代表性的学生样本中高等数学课程的总体入学率。值得注意的是，这项研究确定了维持成长心态干预效果的学校环境：当同伴规范与干预的信息一致时，干预会改变成绩。对这项研究结论的信心来自于独立的数据收集和处理、分析的预先登记以及盲目贝叶斯分析对结果的证实。
A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention-which teaches that intellectual abilities can be developed-improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention. Confidence in the conclusions of this study comes from independent data collection and processing, pre-registration of analyses, and corroboration of results by a blinded Bayesian analysis.