Growth Mindset Interventions: Replicating Successes In A Math Development Curriculum At Neiu
Location
SU 219
Department
Mathematics
Abstract
It is well-known that the impact of socioeconomic status on achievement is both significant and negative (Reardon SF, 2011; Brooks-Gunn J, 1997). Recent studies have confirmed the effects of socioeconomic status on academic success but have also found that growth mindset--a belief that intelligence is not predetermined or constant but something that one can develop over time-- is a strong predictor of success, buffering effects of poverty or socioeconomic status (Claro, Paunesku, & Dweck 2016). Furthermore, research from the last three years and prior suggests that not only can growth mindset offset the effects of poverty and socioeconomic status on student achievement, but it can be learned as well. Researchers such as Yeager and Dweck have explored various intervention and research designs. We propose similar growth mindset interventions at NEIU and will eventually evaluate our results from the lens of effect sizes (Hattie, 2011). With this research we aim to replicate international growth-mindset successes and improve upon them by using cognitive-behavioral theory. In this presentation we provide a lens to the previous research, which includes a brief introduction to the cognitive behavioral concepts of System (or Type) I and II thinking; discuss intervention models and our study design; and share some of our intervention materials that will be used in math development courses at Northeastern Illinois University.
Growth Mindset Interventions: Replicating Successes In A Math Development Curriculum At Neiu
SU 219
It is well-known that the impact of socioeconomic status on achievement is both significant and negative (Reardon SF, 2011; Brooks-Gunn J, 1997). Recent studies have confirmed the effects of socioeconomic status on academic success but have also found that growth mindset--a belief that intelligence is not predetermined or constant but something that one can develop over time-- is a strong predictor of success, buffering effects of poverty or socioeconomic status (Claro, Paunesku, & Dweck 2016). Furthermore, research from the last three years and prior suggests that not only can growth mindset offset the effects of poverty and socioeconomic status on student achievement, but it can be learned as well. Researchers such as Yeager and Dweck have explored various intervention and research designs. We propose similar growth mindset interventions at NEIU and will eventually evaluate our results from the lens of effect sizes (Hattie, 2011). With this research we aim to replicate international growth-mindset successes and improve upon them by using cognitive-behavioral theory. In this presentation we provide a lens to the previous research, which includes a brief introduction to the cognitive behavioral concepts of System (or Type) I and II thinking; discuss intervention models and our study design; and share some of our intervention materials that will be used in math development courses at Northeastern Illinois University.
Comments
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