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01-10-2018 | Empirical Research

Persistence Mindset among Adolescents: Who Benefits from the Message that Academic Struggles are Normal and Temporary?

Auteurs: Kevin R. Binning, Ming-Te Wang, Jamie Amemiya

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 2/2019

Abstract

Research proposing that mindset interventions promote student achievement has been conducted at a frenetic pace nationwide in the United States, with many studies yielding mixed results. The present study explores the hypothesis that mindset interventions are beneficial for students only under specific circumstances. Using a randomized controlled trial with student-level random assignment within two public schools (School 1: n = 198 seventh-graders, 73% Black, 27% White, 53% male; School 2: n = 400 ninth-graders, 98% White, 2% Black, 52% male), this trial conceptually integrated elements from three evidence-based mindset interventions. It then examined two theoretically driven moderators of student performance following the transition to middle or high school: students’ racial backgrounds and students’ educational expectations. Results indicated that the intervention was effective for a particular subset of students—Black students with high educational expectations—resulting in higher grades over the course of the year. Among students with low educational expectations (regardless of race), the intervention did not impact grades. For White students with high educational expectations, the control activities actually benefitted grades more than the mindset intervention. Both theoretical and practical implications for mindset research are discussed.

vorige artikel ‘Youth’s Conflict Resolution Strategies in their Dating Relationships’

volgende artikel Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy: A Randomized Controlled Trial

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Titel: Persistence Mindset among Adolescents: Who Benefits from the Message that Academic Struggles are Normal and Temporary?
Auteurs: Kevin R. Binning
Ming-Te Wang
Jamie Amemiya
Publicatiedatum: 01-10-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 2/2019
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-018-0933-3

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Persistence Mindset among Adolescents: Who Benefits from the Message that Academic Struggles are Normal and Temporary?

Abstract

Andere artikelen Uitgave 2/2019

Developmental Change and Correlates of Autonomy in Asian American Adolescents

Connecting Online and Offline Social Skills to Adolescents’ Peer Victimization and Psychological Adjustment

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Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

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Developmental Change and Correlates of Autonomy in Asian American Adolescents

Connecting Online and Offline Social Skills to Adolescents’ Peer Victimization and Psychological Adjustment

Adolescents’ Beliefs about Math Ability and Their Relations to STEM Career Attainment: Joint Consideration of Race/ethnicity and Gender

The Moderating Role of Clique Hierarchical Organization on Resource Control by Central Clique Members

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