Adversity and Mind-Sets: Mind-Sets Mediate Childhood Adversity on School Performance and Anxiety

• In Event: Advances in Research on Mind-Set Theory: A Focus on the Role of Contextual Factors

Abstract

Exposure to childhood adversity, such as experiences of poverty and maltreatment, is associated with poor school performance and the development of psychopathology. Unfortunately, it is relatively difficult to intervene on most identified mechanisms (e.g. neural development) linking adversity with school performance and mental health. In contrast, mindset interventions have garnered much attention for their cost-effectiveness and scalability. Despite heightened effectiveness of mindset interventions for disadvantaged students, little is known about the relation between childhood adversity and mindsets. The current study addressed this knowledge gap and investigated a promising mechanism for intervention. Results indicated that children exposed to trauma (e.g., violence) reported lower growth mindsets, and reduced growth mindset mediated the association of trauma with both school performance and anxiety symptoms.

Authors

• Emily Hangen, Fairfield University

• Lucy Lurie, University of North Carolina - Chapel Hill

• Robert L Crosnoe, The University of Texas at Austin

• Katie A. McLaughlin, Harvard University