Close

Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work.

Abstract

hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter hypothesis. This result stood up to potentially confounding teacher factors and to a conservative Bayesian analysis. Thus, sustaining growth-mindset effects may require contextual supports that allow the proffered beliefs to take root and flourish.

MIDAS Network Members

Citation:
This site is registered on wpml.org as a development site.