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Good et al., 2003: Attributing academic difficulties due to new environment increased math scores among girls, and reading scores among low-income moniroty high schoolers

Reference:

Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662
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Summary:

7th grade students in a rural, low-income, and predominantly Hispanic and Black population were matched with a college student mentor with whom they had two in-person 90-minute meetings plus email exchanges. In a treatment condition, the mentor shared that many students experience difficulties in the transition to junior high school but bounce back as they get used to their new environment (e.g., changing classes, more difficult subjects, many teachers not one). Together with students in a growth-mindset condition and as compared to a randomized control condition, girls (but not boys) earned higher math scores on a state test while both girls and boys earned higher reading scores.

Psychological Process:

What Desired Meaning is At Stake?

What is the Person Trying to Understand?

Selves (My Own and Others')

Approach to Desired Meaning

What about it?

Changing beliefs about ability or potential

Psychological Question Addressed

Does struggling mean I can’t do it?

Psychological Process 2:

Need

What is the Person Trying to Understand?

What Desired Meaning is At Stake?

What Desired Meaning is At Stake?

What About it?

Approach to Desired Meaning

Approach to Desired Meaning

How?

Psychological Question Addressed

Psychological Question Addressed

Psychological Question Addressed

Psychological Process 3:

Need

What Desired Meaning is At Stake?

Approach to Desired Meaning

How?

Psychological Question Addressed

Psychological Question Addressed

Does struggling mean I can’t do it?

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Intervention Technique:

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Posted By:

Walton & Wilson, 2018