Workshop to promote growth mindset development
A study by Blackwell, Trzesniewski, and Dweck (2007) focused on at-risk seventh grade students. The treatment group participated in an eight session workshop which focused on teaching students about a growth mindset. The results indicate a modest positive increase of 0.3 points in these students’ grade point averages as compared to students in the control group. (Link to study)
Computer based tool to develop growth mindset
Unpublished studies cited by Snipes, Fancsali, and Stoker (2012, p. 12) have been conducted to validate Brainology, a computer based program designed to increase growth mindset in students. Two studies, one in Scotland, and one in California found a positive correlation with achievement indicators, eight percentile points in the first study and 0.21 increase in GPA in the second study. (Link to report)
College mentors promote growth mindset
Good, Aronson, & Inzlicht (2003) conducted a study in which seventh grade students were paired with college mentors. The program included instruction by the college mentors as well as an internalization strategy in which the seventh graders passed on the information they had learned. The program resulted in a statistically significant difference in state test scores when the treatment group was compared to the control group. (Link to study)
Teaching growth mindset impacts the teachers
Aronson, Fried, & Good (2002) conducted a study in which college students wrote to at-risk younger students. Part of the training for the college students was instruction on growth mindset. The data was disaggregated reporting African-American students had an average GPA of 3.32 for the treatment group compared to 3.05 for the control group and the while white students had an average GPA of 3.55 for the treatment group compared to a 3.34 for the control group. Additionally, surveys reported a more positive attitude toward academic for the treatment groups and although the African-American students still reported a stereotype threat the treatment group students were less likely to allow this to impact their attitude toward academic performance. (Link to study)
A study by Blackwell, Trzesniewski, and Dweck (2007) focused on at-risk seventh grade students. The treatment group participated in an eight session workshop which focused on teaching students about a growth mindset. The results indicate a modest positive increase of 0.3 points in these students’ grade point averages as compared to students in the control group. (Link to study)
Computer based tool to develop growth mindset
Unpublished studies cited by Snipes, Fancsali, and Stoker (2012, p. 12) have been conducted to validate Brainology, a computer based program designed to increase growth mindset in students. Two studies, one in Scotland, and one in California found a positive correlation with achievement indicators, eight percentile points in the first study and 0.21 increase in GPA in the second study. (Link to report)
College mentors promote growth mindset
Good, Aronson, & Inzlicht (2003) conducted a study in which seventh grade students were paired with college mentors. The program included instruction by the college mentors as well as an internalization strategy in which the seventh graders passed on the information they had learned. The program resulted in a statistically significant difference in state test scores when the treatment group was compared to the control group. (Link to study)
Teaching growth mindset impacts the teachers
Aronson, Fried, & Good (2002) conducted a study in which college students wrote to at-risk younger students. Part of the training for the college students was instruction on growth mindset. The data was disaggregated reporting African-American students had an average GPA of 3.32 for the treatment group compared to 3.05 for the control group and the while white students had an average GPA of 3.55 for the treatment group compared to a 3.34 for the control group. Additionally, surveys reported a more positive attitude toward academic for the treatment groups and although the African-American students still reported a stereotype threat the treatment group students were less likely to allow this to impact their attitude toward academic performance. (Link to study)