What can be learned from growth mindset controversies?
Yeager, D. S., & Dweck, C. S. (2020). 'What can be learned from growth mindset controversies?' American Psychologist. the positive case at full strength from its own proponents. THE BENCHMARK ARGUMENT, which the article carries as the strongest version of that case: they object that the 0.57 standard deviation figure used as a typical educational intervention effect comes from a 1996 meta-analysis of learning-skills manipulations measured mostly at immediate post-test, and propose instead the benchmark from third-party preregistered field trials with no file drawer. Through their account of Kraft 2020, every study funded by the United States federal Investing in Innovation fund had to pre-specify outcomes and report them regardless of significance: median effect 0.03 standard deviations, 90th percentile 0.23, and no effects above 0.23 among adolescents. Their comparison points, calculated by them from posted statistics: descriptive norms on energy conservation 0.03, implementation intentions on flu vaccination 0.12, simplifying a financial aid form on college enrolment 0.16. THE CONCESSION, which the article uses as its two-sides moment: 'So far, teacher-focused growth mindset interventions have
Yeager, D. S., & Dweck, C. S. (2020). 'What can be learned from growth mindset controversies?' American Psychologist. the positive case at full strength from its own proponents. THE BENCHMARK ARGUMENT, which the article carries as the strongest version of that case: they object that the 0.57 standard deviation figure used as a typical educational intervention effect comes from a 1996 meta-analysis of learning-skills manipulations measured mostly at immediate post-test, and propose instead the benchmark from third-party preregistered field trials with no file drawer. Through their account of Kraft 2020, every study funded by the United States federal Investing in Innovation fund had to pre-specify outcomes and report them regardless of significance: median effect 0.03 standard deviations, 90th percentile 0.23, and no effects above 0.23 among adolescents. Their comparison points, calculated by them from posted statistics: descriptive norms on energy conservation 0.03, implementation intentions on flu vaccination 0.12, simplifying a financial aid form on college enrolment 0.16. THE CONCESSION, which the article uses as its two-sides moment: 'So far, teacher-focused growth mindset interventions have
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Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist.