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Growth-Mindset Interventions at Scale: Experimental Evidence from Argentina
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- Author(s): Ganimian, Alejandro J.
- Language:
English- Source:
Educational Evaluation and Policy Analysis. Sep 2020 42(3):417-438.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 22
- Education Level: Grade 12
High Schools
Secondary Education - Subject Terms: Intervention; Foreign Countries; Grade 12; Secondary School Students; Comparative Analysis; Intelligence; Letters (Correspondence); Educational Environment; Academic Achievement; Teaching Methods; Student Attitudes; Outcomes of Education; Student Behavior; Public Schools; Self Efficacy; Student Motivation; Developing Nations; Peer Groups; Task Analysis
- Subject Terms:
- Accession Number: 10.3102/0162373720938041
- ISSN: 0162-3737
- Abstract: This is one of the first evaluations of a "growth-mindset" intervention at scale in a developing country. I randomly assigned 202 public secondary schools in Salta, Argentina, to a treatment group in which Grade 12 students were asked to read about the malleability of intelligence, write a letter to a classmate, and post their letters in their classroom, or to a control group. The intervention was implemented as intended. Yet, I find no evidence that it affected students' propensity to find tasks less intimidating, school climate, school performance, achievement, or post-secondary plans. I rule out small effects and find little evidence of heterogeneity. This study suggests that the intervention may be more challenging to replicate and scale than anticipated.
- Abstract: As Provided
- Publication Date: 2020
- Accession Number: EJ1262580
- Availability:
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