Randomized Theory of Intelligence and Affirmation Interventions on Social Emotional Learning Measures in Schools

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-22 - School Workers and School Climate: The Underestimated Impact

Abstract

The purpose of the present study is to explore the utility of two interventions on changing students’ academic persistence, grit and theory of intelligence. The two interventions have been widely studied and are simple to administer. The theory of intelligence intervention asked students to read a text that explains how the brain changes when people work hard. While the affirmation intervention asked students to write about a treasured value that is important to them. Both interventions were included as part of a larger district wide survey. Because students were randomly allocated to intervention conditions, we will be able to not only examine the utility of the individual interventions, but if there is an additive effect from partaking in both concurrently.

Authors

• Eric Moore, Minneapolis Public Schools

• Luke Stanke, University of Minnesota

• Martin Van Boekel, University of Minnesota - Twin Cities