Textbooks in Perpetuating Growth Mindset Effect

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division H - Section 2: Program Evaluation in Schools Virtual Poster Session

Abstract

Growth mindset intervention was found to improve student mathematics achievement in previous studies. It was also found that contextual factors, including student socio-economic status (SES), school policies, and teacher support, matter in perpetuating the treatment effect for students. For the purpose of exploring what kind of curriculum and instructional practices in the textbooks help to nurture and sustain growth mindset and improve student mathematics achievement, we collected textbooks from schools participating in the National Study of Learning Mindsets. Narrative sections of these textbooks were coded for different types of instructions. Results revealed that a specific type of instruction would be effective in moderating and perpetuating treatment effect for students at risk.

Authors

• William H. Schmidt, Michigan State University

• Jiachen Liu, Michigan State University

• Xuran Wang, Michigan State University

• Richard T. Houang, Michigan State University

• David Yeager, University of Texas at Austin