WISE INTERVENTIONS

<go to database

Good et al., 2003: Learning about the malleability of intelligence and attributing failure to novel social situations improved math standardized scores among girls and reading scores among low-income seventh graders

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
Download PDF

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 taught students about how the brain is capable of forming new neural connections throughout life and that it functions like “a muscle; the more you use it, the stronger it grows.” Together with students in an attributional retraining 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')

Psychological Question Addressed

Is intelligence fixed or can it grow

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

Is intelligence fixed or can it grow

Social Area:

Intervention Technique:

Share This Post:

Posted By:

Walton & Wilson, 2018