학술논문
Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work.
Document Type
Academic Journal
Author
Yeager DS; Department of Psychology, The University of Texas at Austin.; Population Research Center, The University of Texas at Austin.; Carroll JM; Population Research Center, The University of Texas at Austin.; Department of Sociology, The University of Texas at Austin.; Buontempo J; Population Research Center, The University of Texas at Austin.; Cimpian A; Department of Psychology, New York University.; Woody S; Department of Integrative Biology, The University of Texas at Austin.; Crosnoe R; Population Research Center, The University of Texas at Austin.; Department of Sociology, The University of Texas at Austin.; Muller C; Population Research Center, The University of Texas at Austin.; Department of Sociology, The University of Texas at Austin.; Murray J; Department of Information, Risk, and Operations Management, The University of Texas at Austin.; Mhatre P; Population Research Center, The University of Texas at Austin.; Kersting N; Department of Teaching, Learning and Sociocultural Studies, The University of Arizona.; Hulleman C; Department of Educational Leadership, Policy, and Foundations, University of Virginia.; Kudym M; Population Research Center, The University of Texas at Austin.; Department of Sociology, The University of Texas at Austin.; Murphy M; Department of Psychological and Brain Sciences, Indiana University Bloomington.; Duckworth AL; Department of Psychology, University of Pennsylvania.; Walton GM; Department of Psychology, Stanford University.; Dweck CS; Department of Psychology, Stanford University.
Source
Publisher: Sage Country of Publication: United States NLM ID: 9007542 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1467-9280 (Electronic) Linking ISSN: 09567976 NLM ISO Abbreviation: Psychol Sci Subsets: MEDLINE
Subject
Language
English
Abstract
A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers' mindsets and answer a new question: Can students independently implement their growth mindsets in virtually any classroom culture, or must students' growth mindsets be supported by their teacher's own growth mindsets (i.e., the mindset-plus-supportive-context hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter hypothesis. This result stood up to potentially confounding teacher factors and to a conservative Bayesian analysis. Thus, sustaining growth-mindset effects may require contextual supports that allow the proffered beliefs to take root and flourish.