Journal
TRENDS IN NEUROSCIENCE AND EDUCATION
Volume 12, Issue -, Pages 22-31Publisher
ELSEVIER SCIENCE BV
DOI: 10.1016/j.tine.2018.07.003
Keywords
Neuroplasticity; Mindset; Implicit theory of intelligence; Motivation; Achievement; Brain activity
Categories
Funding
- Fonds de recherche du Quebec-Societe et culture (FRQSC) [2015-SE-179150]
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Inducing a growth mindset in students has been shown to impact positively on motivation, academic achievement, and brain activity. However, some studies have yielded different results and authors rarely provide reasons to explain this inconsistency. In an effort to better understand the conflicting evidence, we conducted a meta-analysis of 10 peer-reviewed studies including participants from age 7 to adulthood. Results show that inducing a growth mindset by teaching neuroplasticity has an overall positive effect on motivation, achievement, and brain activity. The results also reveal that this intervention seems more beneficial for at-risk students, especially regarding mathematics achievement. These findings thus suggest that inconsistent evidence across empirical studies could be explained by students' characteristics and subject area.
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