Evaluation of a Deliberate Practice and Growth Mindset Intervention on Mathematics in 7th-Grade Students

Autor/inn/en	Balan, Andreia; Sjöwall, Douglas
Titel	Evaluation of a Deliberate Practice and Growth Mindset Intervention on Mathematics in 7th-Grade Students
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 4, S.549-558 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Balan, Andreia) ORCID (Sjöwall, Douglas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2042733
Schlagwörter	Grade 7; Middle School Students; Mathematics Instruction; Intervention; Individual Development; World Views; Evaluation; Drills (Practice); Student Attitudes; Mathematics Achievement; Mathematics Tests; Foreign Countries; Persistence; Individual Characteristics; Resilience (Psychology); Control Groups; Student Behavior; Sweden + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Individuelle Entwicklung; World view; Weltanschauung; Evaluierung; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Ausdauer; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Student behaviour; Schweden
Abstract	Deliberate practice and having a growth mindset have been hypothesized to increase school performance. But previous studies are few, have been limited to very short interventions, and on average resulted in small effect sizes on school performance. This study compared the attitudes, performance, and behavior of 130 7th-grade students taking part in eight 30-minute sessions of deliberate practice and growth mindset over 14 weeks to a same-age active control group. The intervention had no significant effects on attitudes related to deliberate practice, growth mindset, or mathematical performance. However, students who participated in the intervention engaged in more deliberate practice behavior in a mathematics test. We pre-registered our hypothesis and research design at aspredicted.org/13742. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01