Journal
NATURE
Volume 573, Issue 7774, Pages 364-+Publisher
NATURE PORTFOLIO
DOI: 10.1038/s41586-019-1466-y
Keywords
-
Categories
Funding
- Raikes Foundation
- William T. Grant Foundation
- Spencer Foundation
- Bezos Family Foundation
- Character Laboratory
- Houston Endowment
- Yidan Prize for Education Research
- National Science Foundation [HRD 1761179]
- Humanities and Social Sciences at Stanford University
- National Institute of Child Health and Human Development [R01HD084772, P2C-HD042849]
Ask authors/readers for more resources
A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention-which teaches that intellectual abilities can be developed-improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention. Confidence in the conclusions of this study comes from independent data collection and processing, pre-registration of analyses, and corroboration of results by a blinded Bayesian analysis.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available