Blackwell et al Flashcards
B1 - Aim
To find whether beliefs on intelligence would correlate with maths achievement.
B1 - Type
Correlational field study.
B1 - Design
Longitudinal (over a five year period).
B1 - Hypothesis
There would be a positive correlation.
B1 - Sample
373 7th grade students from a public school in New York.
B1 - Materials
A motivational questionnaire and 6th, 7th, and 8th grade maths assessments.
B1 - Procedure
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.
B1 - Results
There was no significant correlation. From 7th grade autumn to 8th grade spring, mindset could be a predictor.
B1 - Conclusion
The students with growth mindsets made a greater improvement on maths test scores.
B2 - Aim
To find whether those that are taught that intelligence is malleable would show better motivation.
B2 - Type
Correlational field study with an experimental section.
B2 - Design
Independent measures.
B2 - Hypothesis
Students taught intelligence is malleable would show positive motivation and achieve better than those not taught that intelligence is malleable.
B2 - Sample
99 7th grade students from New York.
B2 - IV
Whether the student was in the intervention or control group.
B2 - DV
Levels of motivation and achievement on a maths test.
B2 - Procedure
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.
B2 - Results
Intervention group had more positive mindsets, achieved higher maths scores, and teachers noticed more motivation in them. However, there was no difference in recall.
B2 - Conclusion
Teaching that intelligence is malleable has positive effects.
B1 and 2 - Criticisms
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.
