Girls Improve Willingness to Take Risks in Math After Learning About Malleability of the Brain: A Growth Mind-Set Intervention in Chile

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Implementation of Curricular Policies

Abstract

we use a student-level randomized controlled trial to assess the impact of an online growth mindset intervention adapted from Yeager et al. (2017) and Bettinger et al. (2018), on 6th to 12th grade students’ achievement measured by GPA and standardized tests, as well as on their mindset and challenge seeking behavior in Chile. The intervention showed positive impacts on girls’ mindsets and their willingness to take on learning challenges immediately after the intervention: while girls in the control group were half as likely than boys to take learning challenges, this gap is closed in the treatment group. Furthermore, girls showed a significant increase in standardized math test performance. However, effects fade by the end of the academic year.

Authors

• Susana Claro, Pontificia Universidad Católica de Chile

• Many authors Many authors, Pontificia Universidad Católica de Chile