Blackwell, trzesniewski and Dweck study into mindset and achievement in maths Flashcards
Background
There are many changes during adolescence - physical maturity, relationships more complex. In USA, transition from elementary to junior high around age of 12 presents challenges such as decrease in choice and competitive environment .
This motivational model of achievement helps us to understand why some students succeed under pressure while other don’t.
Dweck and Leggat’s belief in fixed and growth mindset ( explain these terms )
Dweck and Henderson found students who believe intelligence is flexible gained higher grades during 1st year of junior high than students who believe its fixed. Good and Aronson found that using intervention teaching students intelligence is malleable showed improvement.
Aim
To see whether theories of learning correlate with academic achievement in maths and to test the impact of academic intervention
Hypothesis
There will be a relationship between 7th grade students theories of intelligence and their achievement grades on a standardised maths test
Research method/design
Longitudinal study over 5 years and a cross sectional study
Took place in natural setting, their school in new York
Variable studied
- students theory of intelligence
- students academic related beliefs
- Maths achievement in 7 and 8th grade
Sample
373 students ( 198 females ) from 4 successive 7th grade classes in public school in NY
data from 4 cohort of students combined for presentation of results
sample varied in ethnicity, socioeconomic status and achievement
205 AA
101 SA
56 H
11 East Asian and European American
Materials
scores on maths test taken in spring term of 6th grade used as baseline to compare later results on maths test
maths test to measure achievement in 7th and 8th grade (spring and autumn )
Motivational Questionnaire scored on 6 point likert scale - 1= agree strongly 6= disagree strong which accessed
- TOI from statements like “ you have certain amount of intelligence and you can’t do much to change it “ to “ You can always greatly change how intelligent you are “
- LG “ important reason why I do my school work is because I like to learn new things “
- EB “ harder you work = better you get “or “ when I work hard, it makes me feel like I’m not smart enough “
- HRTF participants given a scenario and asked to report what they would think and do in that situation
Procedure
- Informed consent from parents and students. Right to withdraw w/o penalty and made aware there only volunteers
- At beginning of 7th grade, participants completed motivational questionnaire
- Questionnaire given by trained research assistants in normal lesson time, teacher gave permission
- Participants had one teachers during 7th and one teacher during 8th grade. Maths teaching was not unusual compared to other schools.
Results
At the beginning of 7th grade, no correlation between maths test and mindset
But when participants were tested in autumn of 7th grade and spring term of 8th grade, theories of intelligence became a significant predictor of maths achievement
Students with growth mindset showed greater improvement than students with fixed mindset ( explain terms )
Hypothesis - study 2
Students who think intelligence is malleable display more positive motivation in classroom and achieve more highly than students who were not taught intelligence is malleable
Research method/design
Correlational field study with experimental section. Research took place in NY public secondary school - independent measures design
IV = Participants either in incremental theory intervention group, or , control group w/o intervention
DV = levels of motivation and achievement of maths assessment
Sample
99 students ( 49 female ) from 7th grade class in NY ( different to part 1 )
varied in socioeconomic status and achievement
Participants voluntary and consent obtained from students and parents before hand
of 99 who took part in questionnaire study, 91 continued on to intervention study ( 48 in experimental group )
Materials
6 grade maths grade used as baseline
Motivational questionnaire - same as study 1
Procedure
Participants completed motivational question at start of autumn term of 7 grade
Assigned to intervention or control group
Both groups told they would take part in 8 week workshop on brain to help with study skills.
Intervention group taught = learning changes brain by forming new connections and students in charge of that process
Control group = lesson on memory and discuss relevant areas of academic interest
16 undergraduates recruited and trained as mentors for participants. Some were trained to give one of the motivational workshop, others mentored control group and trained to give alternate workshop on structure of memory.
end of 8th grade, students in both groups given multiple choice quiz on content of workshop. 3 weeks after last 8 sessions, participants given motivational questionnaire again. Maths teacher has to write a report on any students who had shown change in motivational behaviour. Comments were coded as whether change recorded was +. The teacher did not know if student received intervention. Participants maths grade recorded in 7 + 8 grade.
Result
Multi choice quiz = no difference in recall between groups on general content taught in both groups.
Experimental group scored higher than control group on questions that tested incremental theory content.
Motivational questionnaire
Participants in intervention group showed changes in TOI and showed more + mindset. No change for participants in control group
Teacher report
27% students in intervention group showed more motivation than 9% of control group
Maths grade
participants in intervention group gained higher grades in autumn, spring assessments than participants in control group and no decline in grades ( found before and in control group )
Conclusion
growth mindset = + beliefs about effort = + effect on motivation and effort bases strategies to failure compared to fixed mindset
Teaching growth mindset during transitional period important = evidence for schools
Criticisms
- Culturally bias . New York, not representative on children in different states or America. Perhaps specific education system in NY. Study would need to be replicated in diff state or country before its seen as reliable.
In study 2, Participants received more anti-stereotyping training than control group. Being taught terms of ‘dumb’ ‘stupid’ is stereotyping. Extra instruction = create sense of unity = act as cofounding variable
Impact of actual effect was relatively small although some argue small effects of motivation can have significant impact over time.
Study reductionist, focused on mindset. If teachers and parents held growth mindset, might reinforce belief in students.
