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¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i? Pupils who received the growth mindset workshops made an average of two additional months' progress in both English and maths compared to the active control group, but these findings were not statistically significant; the English finding was close to significance. → 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
Randomised controlled trial of the pupil workshops intervention involving six schools and 286 pupils, with pupils randomly allocated to mindset workshops or a time-matched study-skills active control. The evaluation reports "two additional months' progress in both English and maths" that were not statistically significant, with the English finding close to significance.
"made an average of two additional months' progress in both English and maths compared to those in the control group. These findings were not statistically significant"
Discussion¶
Related Claims¶
- Pupils in both interventions achieved higher growth mindset scores than controls, but with low security — related
- Teacher professional development in growth mindset produced no additional maths progress and non-significantly less English progress among pupils — related
- Year 5 pupils taught ReflectED made an average of four months' additional progress in maths compared to control pupils, but the difference was not statistically significant — related
- Pupils who participated in ReflectED made an average of two months' less progress in reading compared to pupils who did not — related
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