In this study, 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, we examined the
strength of the relationship between mind-set and academic achievement and
potential moderating factors. In our second meta-analysis, 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.
Sisk,
V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N.
(2018). To what extent and under which circumstances are growth mind-sets
important to academic achievement? Two meta-analyses. Psychological
Science, 29(40), 549-571. http://dx.doi.org/10.1177/0956797617739704
No comments:
Post a Comment