Does mindset affect children
[manuscript read in full at source; the 2019 published version was not read, so any figure must be taken to the published paper first] Li, Y., & Bates, T. C. 'Does mindset affect children's ability, school achievement, or response to challenge? Three failures to replicate.' the only direct independent replication of the praise experiments located. Three studies, 624 children aged 10 to 12 in Harbin, powered at about 85 per cent to detect a moderate effect per study. Study 1, 190 children, a close replication: condition fell short of conventional significance though in the predicted direction. Study 2, 222 children, added a novel active control telling children that basic ability cannot be changed while recognising their hard work: no effect of condition on easier or harder post-challenge items, and children's own mindsets unrelated to grades, to baseline reasoning or to grade change. Study 3, 211 children: a significant condition effect on the easier post-challenge set, with the growth condition above the limited condition, but the active control produced an effect about 35 per cent larger still. THE PROPONENTS' REPLY, carried in the article: Yeager and Dweck 2020 argue the three studies were individually underpowered and that aggregating them recovers the original result.
[manuscript read in full at source; the 2019 published version was not read, so any figure must be taken to the published paper first] Li, Y., & Bates, T. C. 'Does mindset affect children's ability, school achievement, or response to challenge? Three failures to replicate.' the only direct independent replication of the praise experiments located. Three studies, 624 children aged 10 to 12 in Harbin, powered at about 85 per cent to detect a moderate effect per study. Study 1, 190 children, a close replication: condition fell short of conventional significance though in the predicted direction. Study 2, 222 children, added a novel active control telling children that basic ability cannot be changed while recognising their hard work: no effect of condition on easier or harder post-challenge items, and children's own mindsets unrelated to grades, to baseline reasoning or to grade change. Study 3, 211 children: a significant condition effect on the easier post-challenge set, with the growth condition above the limited condition, but the active control produced an effect about 35 per cent larger still. THE PROPONENTS' REPLY, carried in the article: Yeager and Dweck 2020 argue the three studies were individually underpowered and that aggregating them recovers the original result.
Written from the manuscript read in full at source; the 2019 published version was not read, so any figure must be taken to the published paper first.
What our sources record
Recorded when this source was checked, figures included, with page references and quotation marks removed.
s ability, school achievement, or response to challenge? Three failures to replicate.' [FULL MANUSCRIPT READ AT SOURCE, the copy at mrbartonmaths.com; data and code at osf.io/uethh.