Blackwell et al

Question 1

B1 - Aim

Answer 1

To find whether beliefs on intelligence would correlate with maths achievement.

Question 2

B1 - Type

Answer 2

Correlational field study.

Question 3

B1 - Design

Answer 3

Longitudinal (over a five year period).

Question 4

B1 - Hypothesis

Answer 4

There would be a positive correlation.

Question 5

B1 - Sample

Answer 5

373 7th grade students from a public school in New York.

Question 6

B1 - Materials

Answer 6

A motivational questionnaire and 6th, 7th, and 8th grade maths assessments.

Question 7

B1 - Procedure

Answer 7

At the beginning of 7th grade, students completed a motivational questionnaire using rating scales, measuring fixed and growth mindsets. Scores from 7th and 8th grade maths tests were compared with 6th grade scores to measure progress.

Question 8

B1 - Results

Answer 8

There was no significant correlation. From 7th grade autumn to 8th grade spring, mindset could be a predictor.

Question 9

B1 - Conclusion

Answer 9

The students with growth mindsets made a greater improvement on maths test scores.

Question 10

B2 - Aim

Answer 10

To find whether those that are taught that intelligence is malleable would show better motivation.

Question 11

B2 - Type

Answer 11

Correlational field study with an experimental section.

Question 12

B2 - Design

Answer 12

Independent measures.

Question 13

B2 - Hypothesis

Answer 13

Students taught intelligence is malleable would show positive motivation and achieve better than those not taught that intelligence is malleable.

Question 14

B2 - Sample

Answer 14

99 7th grade students from New York.

Question 15

B2 - IV

Answer 15

Whether the student was in the intervention or control group.

Question 16

B2 - DV

Answer 16

Levels of motivation and achievement on a maths test.

Question 17

B2 - Procedure

Answer 17

Students completed motivational questionnaires in 7th grade and were randomly assigned the intervention or the control group. Intervention groups were taught growth mindsets while the control learnt about memory. After 8 weeks, they completed the questionnaire again and a test to see what they recalled. Teachers were asked to comment on changes in motivation.

Question 18

B2 - Results

Answer 18

Intervention group had more positive mindsets, achieved higher maths scores, and teachers noticed more motivation in them. However, there was no difference in recall.

Question 19

B2 - Conclusion

Answer 19

Teaching that intelligence is malleable has positive effects.

Question 20

B1 and 2 - Criticisms

Answer 20

Culturally biased sample as there are different education systems, age biased sample, results may differ between subjects, effort and achievement can be due to individual differences, extraneous variables like teacher’s opinions on students.