A national experiment reveals where a growth mindset improves achievement
David S. Yeager et al. · 2019
지적 능력은 키울 수 있다는 성장 마음가짐을 한 시간이 안 되는 온라인 수업으로 가르친 미국 전국 규모의 실험입니다. 성적이 낮던 학생들의 성적이 오르고 상급 수학 과목을 듣는 학생이 늘었습니다. 또래 친구들의 분위기가 그 메시지와 맞는 학교에서 효과가 이어졌습니다.
출처 Yeager et al. (2019), Nature, 573, 364–369 · 라이선스 CC BY 4.0 · 원문
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5장 · Defining the primary outcome and student subgroup
The primary outcome was the post-intervention grade point average (GPA) in core ninth-grade classes (mathematics, science, English or language arts, and social studies), obtained from administrative data sources of the schools (as described in the pre-analysis plan found in the Supplementary Information section 13 and at https://osf.io). Following the pre-registered analysis plan, we report results for the targeted group of n = 6,320 students who were lower-achieving relative to peers in the same school. This group is typically targeted by comprehensive programmes evaluated in randomized trials in education, as there is an urgent need to improve their educational trajectories. The justification for predicting effects in the lower-achieving group is that (1) this group benefitted in previous growth mindset trials; (2) lower-achieving students may be undergoing more academic difficulties and therefore may benefit more from a growth mindset that alters the interpretation of these difficulties; and (3) students who already have a high GPA may have less room to improve their GPAs. We defined students as relatively lower-achieving if they were earning GPAs at or below the school-specific median in the term before random assignment or, if they were missing prior GPA data, if they were below the school-specific median on academic variables used to impute prior GPA (as described in the analysis plan). Supplementary analyses for the sample overall can be found in Extended Data Table 1, and robustness analyses for the definition of lower-achieving students are included in Extended Data Fig. 1 (Supplementary Information section 7).
Average effects on mindset
Among lower-achieving adolescents, the growth mindset intervention reduced the prevalence of fixed mindset beliefs relative to the control condition, reported at the end of the second treatment session, unstandardized B = −0.38 (95% confidence interval = −0.31, −0.46), standard error of the regression coefficient (s.e.) = 0.04, n = 5,650 students, k = 65 schools, t = −10.14, P < 0.001, standardized mean difference effect size of 0.33.
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