Do Growth Mindset Interventions Impact Students
Macnamara, B. N., & Burgoyne, A. P. (2023). 'Do Growth Mindset Interventions Impact Students' Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices.' Psychological Bulletin, 149(3-4), 133-173. doi:10.1037/bul0000352. the sceptical camp's principal document. Three nested meta-analyses: all studies regardless of quality, 63 studies and 97,672 students, average 0.05 standard deviations, nonsignificant after correcting for potential publication bias; only studies demonstrating the intervention shifted mindsets, 13 studies and 18,355 students, 0.04, nonsignificant; highest-quality evidence only, 6 studies and 13,571 students, 0.02, nonsignificant. Their conclusion is that the apparent effects of growth mindset interventions on academic achievement are likely due to inadequate study design, reporting flaws and bias. The study-level finding the article uses: 94 per cent of the interventions they coded differ from their controls in something beyond the mindset content. THE CODING DECISION THAT DRIVES THE DIVERGENCE, also used: for the national study they analysed the 2018 preprint rather than the 2019 Nature paper, stating that 6,222 participants were missing from the published version, and they record that the published analysis reported only the relatively lower-achieving
Macnamara, B. N., & Burgoyne, A. P. (2023). 'Do Growth Mindset Interventions Impact Students' Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices.' Psychological Bulletin, 149(3-4), 133-173. doi:10.1037/bul0000352. the sceptical camp's principal document. Three nested meta-analyses: all studies regardless of quality, 63 studies and 97,672 students, average 0.05 standard deviations, nonsignificant after correcting for potential publication bias; only studies demonstrating the intervention shifted mindsets, 13 studies and 18,355 students, 0.04, nonsignificant; highest-quality evidence only, 6 studies and 13,571 students, 0.02, nonsignificant. Their conclusion is that the apparent effects of growth mindset interventions on academic achievement are likely due to inadequate study design, reporting flaws and bias. The study-level finding the article uses: 94 per cent of the interventions they coded differ from their controls in something beyond the mindset content. THE CODING DECISION THAT DRIVES THE DIVERGENCE, also used: for the national study they analysed the 2018 preprint rather than the 2019 Nature paper, stating that 6,222 participants were missing from the published version, and they record that the published analysis reported only the relatively lower-achieving
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Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices.' Psychological Bulletin, 149(3-4), 133-173.