An Online Growth Mindset Intervention in a Sample of Rural Adolescent Girls

Autor/inn/en	Burnette, Jeni L.; Russell, Michelle V.; Hoyt, Crystal L.; Orvidas, Kasey; Widman, Laura
Titel	An Online Growth Mindset Intervention in a Sample of Rural Adolescent Girls
Quelle	In: British Journal of Educational Psychology, 88 (2018) 3, S.428-445 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burnette, Jeni L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12192
Schlagwörter	Rural Areas; Females; Educational Attainment; Intervention; Academic Achievement; Achievement Gap; Grade 10; High School Students; Low Income; Pretests Posttests; Sex Education; Sexuality; Health Education; Control Groups; Experimental Groups; Student Attitudes; Learning Motivation; Outcomes of Education + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Weibliches Geschlecht; Bildungsabschluss; Bildungsgut; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Niedriglohn; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Schülerverhalten; Motivation for studies; Lernmotivation; Lernleistung; Schulerfolg
Abstract	Background: Students living in rural areas of the United States exhibit lower levels of educational attainment than their suburban counterparts. Innovative interventions are needed to close this educational achievement gap. Aims: We investigated whether an online growth mindset intervention could be leveraged to promote academic outcomes. Sample: We tested the mindset intervention in a sample of 222 10th-grade adolescent girls (M age = 15.2; 38% White, 25% Black, 29% Hispanic) from four rural, low-income high schools in the Southeastern United States. Methods: We conducted a randomized controlled trial to test the efficacy of the growth mindset intervention, relative to a sexual health programme. We used random sampling and allocation procedures to assign girls to either the mindset intervention (n = 115) or an attention-matched control programme (n = 107). We assessed participants at pre-test, immediate post-test, and 4-month follow-up. Results: Relative to the control condition, students assigned to the mindset intervention reported stronger growth mindsets at immediate post-test and 4-month follow-up. Although the intervention did not have a total effect on academic attitudes or grades, it indirectly increased motivation to learn, learning efficacy and grades via the shifts in growth mindsets. Conclusions: Results indicate that this intervention is a promising method to encourage growth mindsets in rural adolescent girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01