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Blackwell et al., 2007: Learning about the malleability of intelligence improved math grades among seventh graders over the next semester and improved classroom motivation

Reference:

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263.
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Summary:

7th-grade students in a New York City public school took part in an 8-session workshop that used readings, activities, and discussion to highlight effective study skills and how intelligence can grow with effort and effective strategies, or workshops that focused only on study skills. Those in the growth-mindset group showed improved math grades the next semester, halting a downward trajectory shown by both groups since 6th grade, and more likely to be identified by teachers as showing improved classroom motivation (27% vs. 9%).

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:

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Posted By:

Walton & Wilson, 2018