When Growth Is Fixed: The Effect of Montessori and Traditional Pedagogy on Mind-Set in Schools

• In Event: AERA Poster Session 11
  In Poster Session: Montessori Education SIG Poster Session

Abstract

In traditional schools, mindsets of intelligence beliefs (from fixed to growth) have been shown to influence children’s academic outcomes. Perception of intelligence as a fixed trait may decrease motivation, lowering academic achievement. Viewing intelligence as adaptable may promote intrinsic motivation and effort, increasing academic achievement. Given the student-driven, experience-based learning of Montessori schools, we hypothesized a strong growth mindset in Montessori schoolers. However, examining growth mindsets in traditional versus Montessori schools in 114 children ages 6 to 15 revealed the opposite: on average, traditional schoolers reported a stronger growth mindset than did Montessori schoolers. Furthermore, traditional students’ growth mindsets became less malleable with age. Our results raise important questions about the effect of mindset across educational attainment and educational pedagogy.

Authors

• Nora Yang, Lausanne University Hospital and University of Lausanne

• Remy Furrer, University of Virginia

• Solange Denervaud, University of Geneva