Classroom strategies for developing student psycho-social supports and academic mindsets¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends classroom interventions to develop secondary teachers' skills at providing psycho-social supports: modeling and social persuasion, providing mastery experiences, explicitly teaching students to manage psychological and emotional states, developing teams so students build social identities and belonging, aligning students' personal interests and goals with classroom roles and task relevance, and framing failed attempts as necessary practice while providing social persuasion and explicit tasks for improvement. These target student choice to engage learning.

Design Implications¶

Context¶

Requirements¶

• Teachers need skills to provide psycho-social supports, particularly at the secondary level where the study found lower mindset scores

Constraints¶

• The article frames these as recommendations informed by the literature; the study itself measured associations, not intervention effects

Target Learners¶

• secondary school students
• middle school students

Target Learning Goals¶

• student autonomous choice to engage learning
• growth mindset beliefs
• sense of belonging

Affordances¶

• Academic Mindset Four Component Construct

Related Strategies¶

• Three-part instructional strategy: build community, scaffold inquiry-based instruction while reducing cognitive load, and explicitly develop skills, habits, and mindsets
• Growth Mindset Interventions
• Develop perseverance indirectly by shaping classroom context, mindsets, and learning strategies rather than targeting grit directly
• Promote a Growth Mindset

Examples¶

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Key Sources¶

• Hanson, J. (2017). Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms. Journal of Educational Issues, 3(1). https://doi.org/10.5296/jei.v3i1.10479