Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis

Sarrasin, Jérémie Blanchette; Nenciovici, Lucian; Foisy, Lorie‐Marlène Brault; Allaire‐Duquette, Geneviève; Riopel, Martin; Masson, Stève

doi:10.1016/j.tine.2018.07.003

Cited by 93 publications

(54 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This aimed to further target students with a fixed Mindset, who believe that they cannot improve and who may disbelieve the findings presented in the lectures. An example of this was research on neuroplasticity [1,41].…”

Section: Methodsmentioning

confidence: 99%

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Quille

Bergin

2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

View full text Add to dashboard Cite

This paper describes a pilot intervention conducted in CS1, in the academic year of 2016-2017. The intervention was based on the work of Dweck, promoting a growth Mindset in an effort to increase performance in introductory programming. The study also examined data from a previous year (as a control group) to compare and contrast the results. Multiple factors related to programming performance were recorded with the control and treatment group, which were measured at multiple intervals throughout the course, to monitor changes as the pilot intervention was implemented. This study found a significant increase in programming performance when the intervention was deployed. However, although performance increased for the treatment group, the average Mindset did not significantly change towards a growth Mindset (replicating the findings of Cutts et al, 2010). To further explore this finding, a preliminary deeper investigation using k-means clustering was carried out. The investigation found that the intervention promoted a growth Mindset for some student profiles and a fixed Mindset for others. This finding is important for educators considering intervention development or implementation of Mindset, and demonstrates that a Mindset intervention may not be suitable for all learners. CCS CONCEPTS • Social and professional topics → Computer science education; CS1.

show abstract

Section: Methodsmentioning

confidence: 99%

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Quille

Bergin

2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

View full text Add to dashboard Cite

show abstract

“…The role of neuroplasticity in learning requires further research. Promising new results are being published (e.g., Herbet, Maheu, Costi, Lafargue, & Duffau, 2016, Sarrasin et al, 2018, Lin, Imada, & Kuhl, 2019 and they should be brought to our lessons as quickly as possible.…”

Section: Further Researchmentioning

confidence: 99%

Towards Growth-Mindset Mathematics Teaching in the Netherlands

Alpár

Hoeve

EPiC Series in Education Science

View full text Add to dashboard Cite

Mathematics is the foundation of sciences and it is important in a learner’s career success. Growth mindset in mathematics teaching is essential to reach a broader student population effectively. Shifting the focus from performance and time pressure to deep understanding and personal growth, unnecessary competition vanishes among learners. As a result, they develop a better relation with their own thinking and they gain insights into the thinking of others. At the same time, collaboration and communication emerge naturally. The fear of mathematics and making mistakes disappear, while students learn by connecting ideas and applying the already learned study material.In the academic years of 2017-2018 and 2018-2019, two Dutch research projects dealt with the application of a growth mindset in mathematics teaching. One was in secondary schools, the other one at universities. In this article, we briefly report about and reflect on the exciting results of these studies and suggest further directions for research and the development of best practices.The ideas and experiences described in this paper are urgent as currently we are at the threshold of a new era in which education and learning are (and should be) really open for everyone; with low floor and without ceilings.

show abstract

“…For example, Cramer et al defined neuroplasticity as "the ability of the nervous system to respond to intrinsic or extrinsic stimuli by reorganizing its structure, function and connections" (p. 1591), while Sarrasin and colleagues' more recent definition focuses on "the capacity of the brain to modify its neural connections through learning" (p. 23). 1,2 An abundance of human and other animal research supports the ability of the brain to change in response to environmental stimuli and this change can be adaptive (improvement in function) or maladaptive (loss of function). [3][4][5][6][7][8] These underlying cellular, morphological, structural, and functional changes are believed to be the result of a complex interplay between genetic, biological, psychological, and environmental factors.…”

Section: Introductionmentioning

confidence: 99%

“…The research questions were as follows: (1) What are the key measures and analytical techniques used within this neuroplasticity literature? ; (2) What are the associated methodological strengths and limitations from this area of research? ; (3) Does current neuroimaging research support the presence of neuroplasticity among children and adolescents in the context of experiencedependent interventions and, if so, what are those changes and how do they relate to functional outcomes?…”

Section: Introductionmentioning

confidence: 99%

Neuroplasticity in children and adolescents in response to treatment intervention: A systematic review of the literature

Weyandt

Clarkin

Holding

et al. 2020

Clinical and Translational Neuroscience

View full text Add to dashboard Cite

The purpose of the present study was to conduct a systematic review of the literature, adhering to PRISMA guidelines, regarding evidence of neuroplasticity in children and adolescents in response to cognitive or sensory-motor interventions. Twenty-eight studies employing seven different types of neuroimaging techniques were included in the review. Findings revealed that significant variability existed across the 28 studies with regard to the clinical populations examined, type of interventions employed, neuroimaging methods, and the type of neuroimaging data included in the studies. Overall, results supported that experience-dependent interventions were associated with neuroplastic changes among children and adolescents in both neurotypical and clinical populations. However, it remains unclear whether these molecular neuroplastic changes, including the degree and direction of those differences, were the direct result of the intervention. Although the findings are encouraging, methodological limitations of the studies limit clinical utility of the results. Future studies are warranted that rigorously define the construct of neuroplasticity, establish consistent protocols across measurement techniques, and have adequate statistical power. Lastly, studies are needed to identify the functional and structural neuroplastic mechanisms that correspond with changes in cognition and behavior in child and adolescent samples.

show abstract

Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis

Cited by 93 publications

References 41 publications

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

Towards Growth-Mindset Mathematics Teaching in the Netherlands

Neuroplasticity in children and adolescents in response to treatment intervention: A systematic review of the literature

Contact Info

Product

Resources

About