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To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses.
- Source :
-
Psychological Science (0956-7976) . Apr2018, Vol. 29 Issue 4, p549-571. 23p. 1 Diagram, 2 Charts, 3 Graphs. - Publication Year :
- 2018
-
Abstract
- 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. [ABSTRACT FROM AUTHOR]
- Subjects :
- *ACADEMIC achievement
*EDUCATION
Subjects
Details
- Language :
- English
- ISSN :
- 09567976
- Volume :
- 29
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Psychological Science (0956-7976)
- Publication Type :
- Academic Journal
- Accession number :
- 129133550
- Full Text :
- https://doi.org/10.1177/0956797617739704