Abstract

One potential contributor to student achievement that has garnered recent attention is students' mindset. A recent review of the literature on the effect of a growth mindset intervention on students' academic achievement has shown small effects, but limited research has been conducted with young students. This study investigated whether students who receive a growth mindset intervention in addition to regular vocabulary instruction would make greater gains in vocabulary development. First grade students (N = 61) were randomly assigned to two treatment conditions providing vocabulary instruction, with one condition providing additional instruction in growth mindset, and a business as usual comparison group. The vocabulary intervention yielded moderate effects on comprehension, however, there were no significant differences for vocabulary learning. The mindset intervention had little impact on increasing student persistence. A moderator analysis indicated that word reading abilities influenced vocabulary learning; students who started with lower word-level skills benefited more from instruction.

摘要

最近引起关注的影响学生成绩的一个潜在因素是学生的心态。最近关于成长心态干预对学生学业成绩影响的文献综述显示影响很小，但对年轻学生进行的研究有限。这项研究调查了在常规词汇教学之外接受成长心态干预的学生是否会在词汇发展方面取得更大的收益。一年级学生（N = 61) 被随机分配到两个提供词汇指导的治疗条件，一个条件提供额外的成长心态指导，以及一个照常营业的对照组。词汇干预对理解产生中等影响，但词汇学习没有显着差异。心态干预对提高学生坚持的影响不大。主持人分析表明，单词阅读能力影响词汇学习；词汇水平较低的学生从教学中受益更多。