The Experts below are selected from a list of 7719 Experts worldwide ranked by ideXlab platform
Carol S. Dweck - One of the best experts on this subject based on the ideXlab platform.
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global Mindset initiative introduction envisioning the future of Growth Mindset research in education
Social Science Research Network, 2021Co-Authors: Carol S. Dweck, David S. YeagerAbstract:The Global Mindset Initiative aims to develop, test, and launch a program to help teachers create a Growth Mindset culture for their students. A Growth Mindset is the belief that abilities can be developed, and research shows that students’ Growth Mindsets can predict higher achievement, well-being, and academic equity in many nations. Research also shows that cost-effective Growth Mindset programs for students can enhance academic outcomes. However, effects depend on whether the classroom culture allows students to use and benefit from their Growth Mindsets. Thus, next-generation research must address classroom cultures directly, using experimental methods. The four papers in this series set the stage by asking: What teacher practices foster a Growth Mindset culture? How can we motivate enduring changes in teachers’ practices? What measures best assess teacher implementation and student impact? What research designs and infrastructure are needed? With achievement, equity, well-being, and job preparation in jeopardy, the need for this kind of research is pressing.
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beliefs affordances and adolescent development lessons from a decade of Growth Mindset interventions
Advances in Child Development and Behavior, 2021Co-Authors: Cameron A Hecht, David S. Yeager, Carol S. Dweck, Mary C MurphyAbstract:Abstract Beliefs play a central role in human development. For instance, a Growth Mindset—a belief about the malleability of intelligence—can shape how adolescents interpret and respond to academic difficulties and how they subsequently navigate the educational system. But do usually-adaptive beliefs have the same effects for adolescents regardless of the contexts they are in? Answering this question can reveal new insights into classic developmental questions about continuity and change. Here we present the Mindset × Context framework and we apply this model to the instructive case of Growth Mindset interventions. We show that teaching students a Growth Mindset is most effective in educational contexts that provide affordances for a Growth Mindset; that is, contexts that permit and encourage students to view ability as developable and to act on that belief. This evidence contradicts the “beliefs alone” hypothesis, which holds that teaching adolescents a Growth Mindset is enough and that students can profit from these beliefs in almost any context, even unsupportive ones. The Mindset × Context framework leads to the realization that in order to produce more widespread and lasting change, we must complement the belief-changing interventions that have been aimed at students with new interventions that guide teachers toward classroom policies and practices that allow students' Growth Mindset beliefs to take root and yield benefits.
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What can be learned from Growth Mindset controversies
The American psychologist, 2020Co-Authors: David S. Yeager, Carol S. DweckAbstract:The Growth Mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about Growth Mindset, such as: Does a Growth Mindset predict student outcomes? Do Growth Mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a Growth Mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies, including preregistered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in Growth Mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where Growth Mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of Mindset research can build on these advances, for example by beginning to understand and perhaps change classroom contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich metascientific perspectives on replication and generalization. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Growth Mindset tempers the effects of poverty on academic achievement
Proceedings of the National Academy of Sciences of the United States of America, 2016Co-Authors: Susana Claro, David Paunesku, Carol S. DweckAbstract: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.
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brain points a deeper look at a Growth Mindset incentive structure for an educational game
Learning at Scale, 2016Co-Authors: Eleanor Orourke, Carol S. Dweck, Erin Peach, Zoran PopovicAbstract:Student retention is a central challenge in systems for learning at scale. It has been argued that educational video games could improve student retention by providing engaging experiences and informing the design of other online learning environments. However, educational games are not uniformly effective. Our recent research shows that player retention can be increased by using a brain points incentive structure that rewards behaviors associated with Growth Mindset, or the belief that intelligence can grow. In this paper, we expand on our prior work by providing new insights into how Growth Mindset behaviors can be effectively promoted in the educational game Refraction. We present results from an online study of 25,000 children who were exposed to five different versions of the brain points intervention. We find that Growth Mindset animations cause a large number of players to quit, while brain points encourage persistence. Most importantly, we find that awarding brain points randomly is ineffective; the incentive structure is successful specifically because it rewards desirable Growth Mindset behaviors. These findings have important implications that can support the future generalization of the brain points intervention to new educational contexts.
David S. Yeager - One of the best experts on this subject based on the ideXlab platform.
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global Mindset initiative introduction envisioning the future of Growth Mindset research in education
Social Science Research Network, 2021Co-Authors: Carol S. Dweck, David S. YeagerAbstract:The Global Mindset Initiative aims to develop, test, and launch a program to help teachers create a Growth Mindset culture for their students. A Growth Mindset is the belief that abilities can be developed, and research shows that students’ Growth Mindsets can predict higher achievement, well-being, and academic equity in many nations. Research also shows that cost-effective Growth Mindset programs for students can enhance academic outcomes. However, effects depend on whether the classroom culture allows students to use and benefit from their Growth Mindsets. Thus, next-generation research must address classroom cultures directly, using experimental methods. The four papers in this series set the stage by asking: What teacher practices foster a Growth Mindset culture? How can we motivate enduring changes in teachers’ practices? What measures best assess teacher implementation and student impact? What research designs and infrastructure are needed? With achievement, equity, well-being, and job preparation in jeopardy, the need for this kind of research is pressing.
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global Mindset initiative paper 3 measuring Growth Mindset classroom cultures
Social Science Research Network, 2021Co-Authors: Kali H Trzesniewski, David S. Yeager, Susana Claro, Diego Catalan Molina, Catherine Oberle, Mary C MurphyAbstract:The next step in promoting Growth Mindsets in youth is to develop supporting classroom cultures in which students both experience a high-quality student intervention and have teachers who received a Growth Mindset training program. Developing high-quality measures is an important step in the development and testing process of such an intervention and realizing the full promise of Growth Mindset research. High-quality measures provide insight into questions such as, for whom an intervention is effective and why it is effective, providing important lessons that can be used to better help teachers create a Growth Mindset classroom culture more reliably and across contexts. This paper introduces a framework and research agenda for developing valid, scalable measures of Growth-Mindset culture, and describes the challenges researchers need to overcome to create this set of high-quality measures.
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beliefs affordances and adolescent development lessons from a decade of Growth Mindset interventions
Advances in Child Development and Behavior, 2021Co-Authors: Cameron A Hecht, David S. Yeager, Carol S. Dweck, Mary C MurphyAbstract:Abstract Beliefs play a central role in human development. For instance, a Growth Mindset—a belief about the malleability of intelligence—can shape how adolescents interpret and respond to academic difficulties and how they subsequently navigate the educational system. But do usually-adaptive beliefs have the same effects for adolescents regardless of the contexts they are in? Answering this question can reveal new insights into classic developmental questions about continuity and change. Here we present the Mindset × Context framework and we apply this model to the instructive case of Growth Mindset interventions. We show that teaching students a Growth Mindset is most effective in educational contexts that provide affordances for a Growth Mindset; that is, contexts that permit and encourage students to view ability as developable and to act on that belief. This evidence contradicts the “beliefs alone” hypothesis, which holds that teaching adolescents a Growth Mindset is enough and that students can profit from these beliefs in almost any context, even unsupportive ones. The Mindset × Context framework leads to the realization that in order to produce more widespread and lasting change, we must complement the belief-changing interventions that have been aimed at students with new interventions that guide teachers toward classroom policies and practices that allow students' Growth Mindset beliefs to take root and yield benefits.
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What can be learned from Growth Mindset controversies
The American psychologist, 2020Co-Authors: David S. Yeager, Carol S. DweckAbstract:The Growth Mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about Growth Mindset, such as: Does a Growth Mindset predict student outcomes? Do Growth Mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a Growth Mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies, including preregistered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in Growth Mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where Growth Mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of Mindset research can build on these advances, for example by beginning to understand and perhaps change classroom contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich metascientific perspectives on replication and generalization. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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A national experiment reveals where a Growth Mindset improves achievement.
Nature, 2019Co-Authors: David S. Yeager, Gregory M Walton, Barbara Schneider, Paul Hanselman, Jared S. Murray, Robert Crosnoe, Chandra Muller, Elizabeth Tipton, Chris S. Hulleman, Cintia P. HinojosaAbstract: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.
Magdalena Mosanya - One of the best experts on this subject based on the ideXlab platform.
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buffering academic stress during the covid 19 pandemic related social isolation grit and Growth Mindset as protective factors against the impact of loneliness
International Journal of Applied Positive Psychology, 2020Co-Authors: Magdalena MosanyaAbstract:The pandemic of the SARS CoV-2 virus, which causes COVID-19 sickness, constitutes a global challenge to well-being. Positive psychology constructs of grit and Growth Mindset may offer a solution to this challenge as both are associated with psychological resilience. A Growth Mindset describes the underlying beliefs people have about the malleability of intelligence, and grit refers to dedication to long-term goals. The present study explored whether such constructs could constitute protective factors against the academic stress associated with loneliness and perceived lack of control among international students (n = 170) during social isolation, induced by COVID-19 restrictions. The results of a hierarchical multiple regression model explained 36% of the variance in academic stress with a perceived lack of control (s = .53, p < .001) and Growth Mindset (s = −.22, p < .001) being significant direct predictors. Moderation analysis explained 17% of the variance and confirmed that a level of dispositional grit moderated the detrimental influence loneliness had on academic stress. Simple slopes analysis revealed a significant effect for moderate (β = .07, p = .01) and high (β = .16, p = .001) levels of grit. Our findings suggest that grit and Growth Mindset, as dynamic variables, could be taught to students as resilience-building prevention of academic stress during the COVID-19 pandemic. Lastly, our results have shown that parents (37%) and friends (32%) were most frequently identified by students as supporters during the COVID-19 pandemic with minimal reported support from universities (2.5%).
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Buffering Academic Stress during the COVID-19 Pandemic Related Social Isolation: Grit and Growth Mindset as Protective Factors against the Impact of Loneliness
International Journal of Applied Positive Psychology, 2020Co-Authors: Magdalena MosanyaAbstract:The pandemic of the SARS CoV-2 virus, which causes COVID-19 sickness, constitutes a global challenge to well-being. Positive psychology constructs of grit and Growth Mindset may offer a solution to this challenge as both are associated with psychological resilience. A Growth Mindset describes the underlying beliefs people have about the malleability of intelligence, and grit refers to dedication to long-term goals. The present study explored whether such constructs could constitute protective factors against the academic stress associated with loneliness and perceived lack of control among international students ( n = 170) during social isolation, induced by COVID-19 restrictions. The results of a hierarchical multiple regression model explained 36% of the variance in academic stress with a perceived lack of control ( ß = .53, p
Maria Cutumisu - One of the best experts on this subject based on the ideXlab platform.
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feedback valence agency moderates the effect of pre service teachers Growth Mindset on the relation between revising and performance
Frontiers in Psychology, 2019Co-Authors: Maria CutumisuAbstract:It is often assumed that having a choice in the learning process impacts performance and learning. Concomitantly, it is believed that learning choices (e.g., seeking critical or confirmatory feedback) are due to Mindset. However, the relation between choice and Mindset is still a matter of debate: it is not known whether Mindset interferes with the decision to seek critical feedback, the response to critical feedback, or both. This experiment investigates for the first time whether feedback valence agency moderates the effect of Mindset on the relation between learning behaviors and learning outcomes. Participants were n = 120 pre-service teachers who were randomly assigned to one of two conditions, Choose (n = 68) and Assign (n = 52), and designed three posters in Posterlet, a game that assessed their learning behaviors (critical feedback and revising) and poster performance. Then, they completed a post-test that also included a Mindset survey. Results reveal similar non-significant correlation patterns of Mindset with learning behaviors and learning outcomes in both conditions. Feedback valence agency (i.e., condition) moderates the effect of Growth Mindset on the relation between revision and performance: students who choose to revise their posters more often (i.e., at least twice) perform significantly better when they endorse high rather than low levels of Growth Mindset but only when feedback valence is chosen rather than assigned. Theoretical implications indicate that feedback valence agency moderates the effect of Growth Mindset in driving how students respond to their own learning choices to improve their performance.
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The association between feedback-seeking and performance is moderated by Growth Mindset in a digital assessment game
Computers in Human Behavior, 2019Co-Authors: Maria CutumisuAbstract:Abstract Researchers often propose that seeking critical, constructive feedback is due to a Growth Mindset. However, there is no evidence that Mindset is related to feedback-seeking behaviour. This study examines for the first time the relation between Mindset and feedback-seeking behaviour; moreover, it is the first time when this topic is examined in a sample of pre-service teachers. A number of n = 68 pre-service teachers at a North American university designed posters in an online game that assessed their learning choices (willingness to seek critical feedback and to revise posters) and poster performance. Then, they completed an online Mindset survey regarding their ability to design posters. Results show that Growth Mindset does not correlate with feedback-seeking choices, revising choices, and poster performance. However, Growth Mindset moderates the relation between performance and learning choices (critical feedback and revising): individuals endorsing higher levels of Growth Mindset designed significantly better posters only when choosing higher levels of critical feedback or revision. Impact and implications Results reveal two novel theoretical distinctions: (1) this first examination of the relation between Mindset and learning choices shows that Growth Mindset does not drive learning choices, but it seems to drive pre-service teachers' response to critical feedback; (2) fixed and Growth Mindset seem to be distinct Mindset constructs, as they have different effects. As the influence of critical feedback on performance is moderated by pre-service teachers' differential endorsement of Growth Mindset, implications include interventions and teaching practice that inculcate a Growth Mindset and a critical feedback-seeking attitude in pre-service teachers. These interventions are necessary, as most learners would not know that constructive criticism is more beneficial for learning than praise, regardless of the Mindset they endorse.
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Growth Mindset Moderates the Effect of the Neonatal Resuscitation Program on Performance in a Computer-Based Game Training Simulation.
Frontiers in pediatrics, 2018Co-Authors: Maria Cutumisu, Matthew R. G. Brown, Caroline Fray, Georg M. SchmölzerAbstract:This study examines for the first time the moderating role of Growth Mindset on the association between the time elapsed since participants' last refresher neonatal resuscitation program (NRP) course and their performance on neonatal resuscitation tasks in the RETAIN computer game training simulation. Participants were n = 50 health-care providers affiliated with a large university hospital. Results revealed that Growth Mindset moderated the relation between participants' task performance in the game and the time since their latest refresher NRP course. Specifically, participants who completed the course more recently (i.e., between 8 and 9 months before the current study) made significantly more mistakes in the game than the rest of the participants but only when they endorsed lower levels of Growth Mindset. Implications of this research include Growth Mindset interventions and increased screen time in simulation sessions that have the potential to help health-care providers achieve better performance on neonatal resuscitation clinical tasks.
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Growth Mindset moderates the effect of the neonatal resuscitation program on performance in a computer based game training simulation
Frontiers in Pediatrics, 2018Co-Authors: Maria Cutumisu, Matthew R. G. Brown, Caroline Fray, Georg M. SchmölzerAbstract:This study examines for the first time the moderating role of Growth Mindset on the association between the time elapsed since participants’ last refresher neonatal resuscitation program (NRP) course and their performance on neonatal resuscitation tasks in the RETAIN computer game training simulation. Participants were n = 50 health-care providers affiliated with a large university hospital. Results revealed that Growth Mindset moderated the relation between participants’ task performance in the game and the time since their latest refresher NRP course. Specifically, participants who completed the course more recently (i.e., between eight and nine months before the current study) made significantly more mistakes in the game than participants who completed the course more than nine months prior to the present study but only when they endorsed lower levels of Growth Mindset. Implications of this research include Growth Mindset interventions and increased screen time in simulation sessions that have the potential to help health-care providers achieve better performance on neonatal resuscitation clinical tasks.
Adam Rutland - One of the best experts on this subject based on the ideXlab platform.
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children s gender stereotypes in stem following a one shot Growth Mindset intervention in a science museum
Frontiers in Psychology, 2021Co-Authors: Fidelia Law, Luke Mcguire, Mark Winterbottom, Adam RutlandAbstract:Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a Growth Mindset intervention to promote children's incremental ability beliefs and investigate the relation between the intervention and children's gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5-12-years-old, M age = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a Growth Mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males' ability in stereotype flexibility and awareness measures, while female participants reported bias toward females' ability in stereotype flexibility and awareness measures. These findings document the importance of a Growth Mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a Growth Mindset intervention can play within an informal science learning site.
