Cited By Lee Sonogan
Absract by Victoria F. Sisk, Alexander P. Burgoyne, Jingze Sun, Jennifer L. Butler, Brooke N. Macnamara
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.
Publication: SAGE Publications
Pub Date: March 5, 2018 DOI: https://doi.org/10.1177/0956797617739704
Keywords mind-set, implicit theories, education, academic achievement, open data
https://journals.sagepub.com/doi/full/10.1177/0956797617739704 (Research Article)