Blackwell, Dweck, & Trzesniewski (2007) Study two Flashcards
What was the background of the study?
The study investigated how students’ beliefs about their abilities (growth vs. fixed mindset) impact their motivation and academic performance, particularly during the transition to middle school.
What was the aim of the study?
To examine whether teaching students about a growth mindset can improve their academic performance and motivation over time.
What was the hypothesis of the study?
Students with a growth mindset will show improved academic performance and greater motivation compared to those with a fixed mindset.
What was the sample used in the study?
373 7th-grade students from a U.S. middle school.
What design was used in the study?
The study used a longitudinal, experimental design with pre- and post-test measures.
What intervention was implemented in the study?
One group was taught about the brain’s ability to grow and learn (growth mindset), while the control group was taught neutral information about learning.
What measures were taken in the study?
Students’ math grades were tracked, and attitudes towards learning were assessed using surveys.
What were the results of the study?
The growth mindset group showed improved math grades over time, while the control group did not. The growth mindset group also showed more positive attitudes toward challenges and greater motivation.
What were the conclusions of the study?
Teaching a growth mindset can lead to better academic outcomes and increased motivation. Students who believe they can improve through effort are more likely to persist in the face of challenges and perform better academically.
