Blackwell et al: Study 1

Question 1

Aim

Answer 1

To see whether theories of intelligence correlate with academic achievement in maths

Question 2

Hypothesis

Answer 2

There will be a relationship between 7th grade students’ theories of intelligence (Mindset) and their grades on a standardised maths test

Question 3

Design

Answer 3

Longitudinal correlational field study.

Question 4

Control Variables

Answer 4

Same maths test given at same time
Same motivational questionnaire
Only one teacher

Question 5

Materials

Answer 5

Scores on a standardised maths test taken in 6th grade
Standardised maths test to measure achievement
Motivational questionnaire (6 point Likert scale) 1. Theories of intelligence 2. learning goals 3. Effort beliefs 4. Helpless response to failure

Question 6

Procedure

Answer 6

Informed consent was obtained plus right to withdraw given
All students completed motivational questionnaire at the start of 7th grade during lesson time by trained research assistants
Maths achievement in the Autumn & Spring terms of 7th & 8th grades
Participants only had one teacher during 7th grade and one during 8th

Question 7

Sample

Answer 7

373 7th grade students (four successive classes) 198 girls/175 boys New York City school. 205 African American/101 South Asian/56 Hispanic/11 East Asian or European American

Question 8

Findings

Answer 8

No correlation between theory of intelligence or other motivational scores and maths test scores at START of 7th grade
Theory of intelligence was a significant predictor or maths achievement in the Autumn & Spring terms of 7th & 8th grades

Question 9

Conclusion

Answer 9

Those students with a growth mindset showed greater improvement in their maths test

Question 10

Criticism

Answer 10

Sample was culturally bias
Self report can be unreliable
Ignores role of teacher