Growth Mindset Interventions. Intervention Snapshot. Supporting Postsecondary Success Topic Area. NCEE 2022-006

Institution	What Works Clearinghouse (WWC) (ED/IES); Abt Associates, Inc.
Titel	Growth Mindset Interventions. Intervention Snapshot. Supporting Postsecondary Success Topic Area. NCEE 2022-006
Quelle	(2022), (1 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Structures; Intervention; Enrollment; Academic Achievement; Academic Persistence; College Students; Program Effectiveness; Program Implementation; Program Costs; Educational Research; California; Indiana; Maryland; Michigan; Oregon; Texas + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Einschulung; Schulleistung; Collegestudent; Bildungsforschung; Pädagogische Forschung; Kalifornien
Abstract	"Growth Mindset" interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report explores the effects of "Growth Mindset" interventions on postsecondary students' academic achievement, college enrollment, and progressing in college. The WWC identified 15 studies of "Growth Mindset" interventions. Six of these studies meet WWC standards. This Intervention Snapshot provides a table based on the findings from these six studies including an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings. The improvement index is a measure of the intervention's effect on an outcome. [For the Intervention Report, see ED617271. For the Intervention Brief, see ED617275.] (ERIC).
Anmerkungen	What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01