Students with Growth Mindset Learn More in School: Evidence from California's CORE School Districts. Working Paper

Autor/inn/en	Claro, Susana; Loeb, Susanna
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Students with Growth Mindset Learn More in School: Evidence from California's CORE School Districts. Working Paper
Quelle	(2019), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Student Development; Social Development; Emotional Development; Skill Development; Elementary School Students; Middle School Students; Achievement Gains; Language Arts; Mathematics Achievement; Self Efficacy; Academic Achievement; Student Motivation; California + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Achievement gain; Leistungssteigerung; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Schulleistung; Schulische Motivation; Kalifornien
Abstract	While the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills distribute across student subgroups. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students in California districts, this paper describes growth mindset gaps across student groups, and confirms, at a large scale, the predictive power of growth mindset for achievement gains, even with unusually rich controls for students' background, previous achievement, and measures of other social-emotional skills. Average annual growth in English language arts and math corresponding to differences between students with fixed and growth mindset in a same school and grade level is 0.07 and 0.05 standard deviations respectively, after adjusting for students' characteristics and previous achievement. This estimate is equivalent to 48 and 35 additional days of learning. (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01