Growth-Mindset Interventions at Scale: Experimental Evidence from Argentina

Autor/in	Ganimian, Alejandro J.
Titel	Growth-Mindset Interventions at Scale: Experimental Evidence from Argentina
Quelle	In: Educational Evaluation and Policy Analysis, 42 (2020) 3, S.417-438 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373720938041
Schlagwörter	Intervention; Foreign Countries; Grade 12; Secondary School Students; Comparative Analysis; Intelligence; Letters (Correspondence); Educational Environment; Academic Achievement; Teaching Methods; Student Attitudes; Outcomes of Education; Student Behavior; Public Schools; Self Efficacy; Student Motivation; Developing Nations; Peer Groups; Task Analysis; Argentina + Suchen Sie Ihr Suchwort? Ausland; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Intelligenz; Klugheit; Brief; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lernleistung; Schulerfolg; Student behaviour; Public school; Öffentliche Schule; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Developing country; Developing countries; Entwicklungsland; Gleichaltrigengruppe; Peer Group; Aufgabenanalyse; Argentinien
Abstract	This is one of the first evaluations of a "growth-mindset" intervention at scale in a developing country. I randomly assigned 202 public secondary schools in Salta, Argentina, to a treatment group in which Grade 12 students were asked to read about the malleability of intelligence, write a letter to a classmate, and post their letters in their classroom, or to a control group. The intervention was implemented as intended. Yet, I find no evidence that it affected students' propensity to find tasks less intimidating, school climate, school performance, achievement, or post-secondary plans. I rule out small effects and find little evidence of heterogeneity. This study suggests that the intervention may be more challenging to replicate and scale than anticipated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01