Department of Human Ecology, University of California, Davis.
Department of Psychology, New York University.
Psychol Sci. 2022 Jul;33(7):1086-1096. doi: 10.1177/09567976211061109. Epub 2022 Jun 14.
School underachievement is a persistent problem in the United States. Direct-to-student, computer-delivered growth-mindset interventions have shown promise as a way to improve achievement for students at risk of failing in school; however, these interventions benefit only students who happen to be in classrooms that support growth-mindset beliefs. Here, we tested a teacher-delivered growth-mindset intervention for U.S. adolescents in Grades 6 and 7 that was designed to both impart growth-mindset beliefs and create a supportive classroom environment where those beliefs could flourish ( = 1,996 students, = 50 teachers). The intervention improved the grades of struggling students in the target class by 0.27 standard deviations, or 2.81 grade percentage points. The effects were largest for students whose teachers endorsed fixed mindsets before the intervention. This large-scale, randomized controlled trial demonstrates that growth-mindset interventions can produce gains when delivered by teachers.
学业不良是美国长期存在的问题。直接面向学生、通过计算机传递的成长型思维干预措施已被证明是提高有学业失败风险的学生成绩的一种方法；然而，这些干预措施仅对碰巧在支持成长型思维信念的课堂中的学生有益。在这里，我们测试了一种针对美国 6 年级和 7 年级青少年的教师实施的成长型思维干预措施，该措施旨在传授成长型思维信念，并创造一个支持性的课堂环境，使这些信念得以蓬勃发展（= 1996 名学生，= 50 名教师）。该干预措施使目标班级中成绩较差的学生的成绩提高了 0.27 个标准差，即 2.81 个百分点。对于那些在干预前教师持固定思维模式的学生，效果最大。这项大规模的随机对照试验表明，当由教师提供时，成长型思维干预措施可以产生收益。
