Dweck (key study) (development) (study 2)

Question 1

What was the hypothesis?

Answer 1

Students who think intelligence is malleable display more positive motivation in the classroom and achieve more highly that students who are taught that intelligence is fixed.

Question 2

What was the design?

Answer 2

It was a field study

Question 3

What was the independent variable?

Answer 3

Whether the participant was in the intervention group or the control group

Question 4

What was the dependent variable?

Answer 4

Levels of motivation and achievement on maths test

Question 5

What was the sample?

Answer 5

• 99 7th graders (49f, 50m)
• From varied socioeconomic status as ethnicity

Question 6

What were the materials?

Answer 6

• Maths tests used as a baseline
• Motivational questionnaire

Question 7

What was the procedure?

Answer 7

• Participants completed the motivational questionnaire at the start of 7th grade autumn term
• Participants were randomly assigned to either the control group or intervention group
• Both groups were told they could take part in a workshop that would help their study skills
• The intervention group was taught that they were in control of learning changes in the brain
• The control group was taught about memory
• At the end of the 8 week course, both groups were given a multiple choice quiz on the content of the workshops
• 3 weeks later, students took the motivational questionnaire again
• The teacher wrote a report on any students who had shown changes in their Motivational behaviour
• Participants maths grades were recorded in the autumn term of 7th grade and the spring term of 8th grade

Question 8

What were the results?

Answer 8

• The participants in the intervention group showed more positive mindsets. There was no change for the control group
• 27% of the students in the intervention group were reported as showing more positive motivation compared to 9% of the control group
• Participants in the intervention group had significantly higher maths grades than those in the control group
• There was no decline in grades in the intervention group

Question 9

What were the conclusions?

Answer 9

• A positive effect on motivation is seen for students with a growth mindset.
• Teaching students that intelligence is flexible has a positive effect on their motivation and achievement.

Question 10

What were the criticisms?

Answer 10

• Culturally biased as it was only in New York City
• The effects were relatively small
• The study was reductionist as it only focused on students mindsets and not the mindsets of parents and teachers

Question 11

How were extraneous variables controlled?

Answer 11

• The teachers weren’t told which students were assigned to which group
• The groups were assigned randomly

Question 12

What ethical issues were considered?

Answer 12

• Participants, parents, and teachers gave consent for the study
• The students had the right to withdraw at any time