Pupils in both interventions achieved higher growth mindset scores than controls, but with low security¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Pupils involved in both interventions achieved higher scores on measures of theories of intelligence than control pupils, but the report judges the security of these findings low and possibly due to chance. → Rienzo et al. 2015
Evidence¶
Rienzo et al. 2015¶
Cinzia Rienzo, Heather Rolfe and David Wilkinson (NIESR). (2015). Changing Mindsets: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581132
q3 · i? · causal · r2
Both trials measured pupils' theories of intelligence using three entity theory statements written by Dweck (1999), rated on a 6-point Likert scale. The report states pupils in both interventions "achieved higher scores on these measures than those in the control group" with low security.
"Pupils involved in both interventions achieved higher scores on these measures than those in the control group, but the security of these findings is low and it is possible that they occurred by chance."
Discussion¶
Learner Variables¶
- Mindset — outcome: instruction changes it
Related Claims¶
- Control-group teachers were already aware of and using growth mindset approaches, which may have weakened the interventions' relative impact — related
- FSM-eligible pupils whose teachers received the professional development intervention gained a better understanding of the malleability of intelligence — related
- Mind-set interventions show weak overall effects on achievement, with some support that low-SES or academically at-risk students might benefit — a broader claim this one bears on
- Year 5 pupils receiving growth mindset workshops made an average of two additional months' progress in English and maths, but the differences were not statistically significant — related
- Teacher professional development in growth mindset produced no additional maths progress and non-significantly less English progress among pupils — related
- Sub-group effect sizes for FSM-eligible pupils (+0.48) and boys only (+0.26) were larger but based on very small numbers and deemed not secure — related
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