A Onetime Mind-Set Intervention Using Refutation Texts in an Irish DEIS School

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: Refutation Texts

Abstract

This study explored the benefits a one-time mindset intervention using refutation texts can have on the implicit theories of intelligence for first- and second-year students (N = 85) in a secondary school in Dublin, Ireland. This study demonstrated significant changes in students’ perceptions of their implicit theories of intelligence. A repeated measures ANOVA showed significant within group changes for the experimental group, and a McNemar’s test for within-group categorical changes showed a significant 10% increase for only students in the experimental group. These students changed their understating that intelligence is something that can be developed (growth mindset) as opposed to being static (fixed mindset).

Authors

• Benjamin M Torsney, Temple University

• John Chancey, Oklahoma State University - Oklahoma City

• Eimear Kearney, University College Dublin

• Jennifer Symonds, University College Dublin