‘Intelligence is not just good grades’: re-examining the mindset revolution in Indian classrooms

Sarkar, Tanushree

doi:10.1080/03057925.2021.1965467

Cited by 3 publications

(2 citation statements)

References 55 publications

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“…In addition, group allocation might lead to cross-contamination in that growthmindset messages "can be difficult to confine to students in the intervention condition" [33] (p. 113), particularly if intervention-group students shared the "active" ingredients with their control-group peers. Peer cultures and classroom contexts proved to construct the meaning system of mindset among adolescents [88].…”

Section: Reflecting On the Mindset Intervention And Rethinking The Me...mentioning

confidence: 99%

“…In the case of social psychology, interventions aimed at changing people's self-and social perceptions, attribution of performance, and sense of social connectedness [39], for example. Critically, instead of the malleability of personal characteristics, the tenets of the meaning system of mindset, conceptualizing such characteristics in academic or social terms distinguish different categories of mindset [88]. Specifically, fixed theorists emphasize academic performance while growth theorists on social skills and mixed ones on interpersonal behaviours within the academic context.…”

Section: Reflecting On the Mindset Intervention And Rethinking The Me...mentioning

confidence: 99%

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What Characterises an Effective Mindset Intervention in Enhancing Students’ Learning? A Systematic Literature Review

Zhang

2022

Sustainability

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In recent years, increasing attention has been paid to interventions designed to enhance individuals’ sustainable development in learning by priming a growth mindset. The current study systematically explored the characteristics of message transformation in growth mindset interventions from the perspective of teaching and learning. According to a three-phase literature search (database, prominent researchers, and backtracking references), thirty-eight empirical studies investigating the efficacy of mindset interventions for adolescents of school age constitute the sample for the current literature review. The results indicate that a supportive but not-completely-saturated learning environment paves the way to implementing a mindset intervention. The three pedagogical characteristics that ensure successful interventions are: (1) Mutual interaction among the person, the context, and the theory to generate the message; (2) Iterative processes to ensure the message is delivered; and (3) a persuasive yet stealthy approach to facilitating its internalization. The findings inspire educators to design effective mindset interventions to enhance students’ learning. Theoretical and practical implications, limitations, and future directions are discussed.

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Section: Reflecting On the Mindset Intervention And Rethinking The Me...mentioning

confidence: 99%

Section: Reflecting On the Mindset Intervention And Rethinking The Me...mentioning

confidence: 99%

What Characterises an Effective Mindset Intervention in Enhancing Students’ Learning? A Systematic Literature Review

Zhang

2022

Sustainability

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Delivering mindset interventions to teachers as an efficient way to leverage the impact of mindset interventions

Combette,

Rotgé,

Darnon

et al. 2023

Soc Psychol Educ

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Research in social psychology and education proposes that adopting a growth mindset of intelligence is an important mediator for the well-being and performance of students at school. As a consequence, wise interventions have been developed to target student mindsets and change their beliefs about how much their intelligence can grow with training and experience. However, the efficacy of mindset interventions is highly debated, as effect sizes vary widely across studies. Here, we hypothesized that the study environment and, in particular, the teacher’s mindset about intelligence is an important moderator of mindset intervention efficacy. We tested this hypothesis by randomly assigning six middle schools from underprivileged neighborhoods in the Paris area in France to a no intervention condition, a condition with mindset interventions delivered only to the students, and a condition with mindset interventions for teachers and students. The results show that the combined teacher and student mindset intervention condition was the most efficient for increasing the student’s growth mindset. This finding suggests that a short and easy-to-implement mindset intervention for teachers can help students develop a growth mindset.

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Assessing beyond grades: unravelling the implications on student learning and engagement in higher education

Lim

2024

Assessment & Evaluation in Higher Education

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‘Intelligence is not just good grades’: re-examining the mindset revolution in Indian classrooms

Cited by 3 publications

References 55 publications

What Characterises an Effective Mindset Intervention in Enhancing Students’ Learning? A Systematic Literature Review

What Characterises an Effective Mindset Intervention in Enhancing Students’ Learning? A Systematic Literature Review

Delivering mindset interventions to teachers as an efficient way to leverage the impact of mindset interventions

Assessing beyond grades: unravelling the implications on student learning and engagement in higher education

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