Growth Mindset Training and the Effect of Math-Gender Stereotype Threat on Girl Students

Autor/inn/en	Song, Shujuan; Jiang, Na; Ji, Lingkai
Titel	Growth Mindset Training and the Effect of Math-Gender Stereotype Threat on Girl Students
Quelle	In: Best Evidence in Chinese Education, 12 (2022) 2, S.1629-1634 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-5312
Schlagwörter	Student Attitudes; Mathematics Education; Sex Stereotypes; Females; Metacognition; Grade 11; Mathematics Achievement; Secondary School Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Mathematische Bildung; Weibliches Geschlecht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 11; 11. Schuljahr; Schuljahr 11; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Ausland
Abstract	To investigate whether growth mindset training can weaken the effect of math-gender stereotype threat on girl students, this study undertook experimental intervention in a group of grade-11 girl students and found that: (1) Mindsets can moderate the effect of math-gender stereotype threat. Girls with a growth mindset are less likely to be affected by math-gender stereotype threat compared with those with a fixed mindset. (2) Growth mindset training for girls with a fixed mindset can effectively reduce the effect of math-gender stereotype threat on their math performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01