Does Mindset Intervention Predict Students’ Daily Experience in Classrooms? A Comparison of Seventh and Ninth Graders’ Trajectories

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• 作者：Jennifer A. Schmidt ; Lee Shumow ; Hayal Z. Kackar-Cam
• 关键词：Mindset intervention ; Self ; theories of ability ; Subjective classroom experience ; Science education ; Early adolescence
• 刊名：Journal of Youth and Adolescence
• 出版年：2017
• 出版时间：March 2017
• 年：2017
• 卷：46
• 期：3
• 页码：582-602
• 全文大小：
• 刊物类别：Behavioral Science
• 刊物主题：Child and School Psychology; Clinical Psychology; Health Psychology; Law and Psychology; History of Psychology; Psychology, general;
• 出版者：Springer US
• ISSN：1573-6601
• 卷排序：46

文摘

One’s beliefs about whether ability is fixed or malleable—also known as fixed or growthmindset—can impact academic outcomes. This quasi-experimental study investigated effects of a six-week classroom intervention targeting growth mindset on students’ daily quality of experience in science classrooms. Seventh grade (N = 370) and 9th grade (N = 356) students (50 % female, 61 % Hispanic) were randomly assigned by classroom to either a mindset intervention condition or content writing task condition. Students provided self-reports on multiple aspects of their daily classroom experience 11 times across the school year. Hierarchical linear growth models indicate that 7th and 9th grade students who were not exposed to the mindset intervention showed declines in perceived control skill, interest, and learning. In contrast, 9th graders in the mindset intervention reported increased control and interest, and maintained constant levels in skill and learning. Similar effects were not observed among 7th graders. The results are discussed in terms of implications for future research and optimal developmental periods for mindset intervention.