Bettinger et al., 2018: Learning about the malleability of intelligence improved math performance among Norwegian high schoolers, especially those who thought they were dumb or smart
Reference:
Bettinger, E., Ludvigsen, S., Rege, M., Solli, I. F., & Yeager, D. (2018). Increasing perseverance in math: Evidence from a field experiment in Norway. Journal of Economic Behavior & Organization, 146, 1-15.
Download PDFSummary:
Extending Yeager, Romero, et al., 2016, Norwegian high school students randomly assigned to an online growth-mindset of intelligence intervention (2 45-minute sessions two seeks apart) solved more math problems successfully as compared to students randomized to a control condition focused on memory and brain functioning. The greatest benefits observed were for students who endorsed a fixed mindset of intelligence prior to the treatment.
Psychological Process:
What Desired Meaning is At Stake?
What is the Person Trying to Understand?
Selves (My Own and Others')Approach to Desired Meaning
What about it?
Promoting growth-mindsets: Representing psychological qualities as capable of changeHow?
Psychological Question Addressed
Is intelligence fixed or can it growIs intelligence fixed or can it growPsychological Question Addressed
Is intelligence fixed or can it growPsychological Process 2:
Psychological Process 3:
Social Area:
Education
Intervention Technique:
Increasing commitment through action, saying-is-believing