The Power of Believing You can Get Smarter: The Impact of a Growth-Mindset Intervention on Academic Achievement in Peru

Outes-Leon, Ingo; Sánchez, Alan; Vakis, Renos

doi:10.1596/1813-9450-9141

Cited by 20 publications

(14 citation statements)

References 15 publications

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“…These data provide some evidence for the generalizability of our findings but did not allow us to directly test for cultural variation in the structure of SEB skills, in the BESSI’s psychometric properties, or in links between skills and outcomes. Testing for cross-cultural generalizability is an important next step for SEB skills research, as there is considerable momentum toward developing skills interventions for youth in low- and middle-income countries (Outes-León et al, 2020). However, previous research provides only mixed evidence for the cross-cultural generalizability of other individual difference constructs, such as personality traits (e.g., De Raad et al, 2010; Laajaj et al, 2019; Schmitt et al, 2007; Thalmayer & Saucier, 2014).…”

Section: Discussionmentioning

confidence: 99%

An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI.

Soto¹,

Napolitano²,

Sewell³

et al. 2022

Journal of Personality and Social Psychology

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People differ in their social, emotional, and behavioral (SEB) skills: their capacities to maintain social relationships, regulate emotions, and manage goal-and learning-directed behaviors. In five studies using data from seven independent samples (N = 6,309), we address three key questions about the nature, structure, assessment, and outcomes of SEB skills. First, how can SEB skills be defined and distinguished from other kinds of psychological constructs, such as personality traits? We propose that SEB skills represent how someone is capable of thinking, feeling, and behaving when the situation calls for it, whereas traits represent how someone tends to think, feel, and behave averaged across situations. Second, how can specific SEB skills be organized within broader domains? We find that many skill facets can be organized within five major domains representing Social Engagement, Cooperation, Self-Management, Emotional Resilience, and Innovation Skills. Third, how should SEB skills be measured? We develop and validate the Behavioral, Emotional, and Social Skills Inventory (BESSI) to measure individuals' capacity to enact specific behaviors representing 32 skill facets. We then use the BESSI to investigate the nomological network of SEB skills. We show that both skill domains and facets converge in conceptually meaningful ways with socioemotional competencies, character and developmental strengths, and personality traits, and predict consequential outcomes including academic achievement and engagement, occupational interests, social relationships, and well-being. We believe that this work provides the most comprehensive model currently available for conceptualizing SEB skills, as well as the most psychometrically robust tool available for assessing them.

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Section: Discussionmentioning

confidence: 99%

An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI.

Soto¹,

Napolitano²,

Sewell³

et al. 2022

Journal of Personality and Social Psychology

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“…Third, there is the issue of intent-to-treat analyses (ITT) versus the local average treatment effect (LATE). If both ITT and LATE were clearly reported in the main text, we included only LATE, although such instances were rare (e.g., Outes-Leon et al, 2020; Porter et al, 2020). The reason is that LATE, or similar approaches, should capture the effect under more idealized circumstances, as it is the effect of the treatment for those participants who complied.…”

Section: Methodsmentioning

confidence: 99%

A systematic review and meta-analysis of growth mindset interventions: For whom, how, and why might such interventions work?

Burnette¹,

Billingsley²,

Banks³

et al. 2023

Psychological Bulletin

117

147

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As growth mindset interventions increase in scope and popularity, scientists and policymakers are asking: Are these interventions effective? To answer this question properly, the field needs to understand the meaningful heterogeneity in effects. In the present systematic review and meta-analysis, we focused on two key moderators with adequate data to test: Subsamples expected to benefit most and implementation fidelity. We also specified a process model that can be generative for theory. We included articles published between 2002 (first mindset intervention) through the end of 2020 that reported an effect for a growth mindset intervention, used a randomized design, and featured at least one of the qualifying outcomes. Our search yielded 53 independent samples testing distinct interventions. We reported cumulative effect sizes for multiple outcomes (i.e., mindsets, motivation, behavior, end results), with a focus on three primary end results (i.e., improved academic achievement, mental health, or social functioning). Multilevel metaregression analyses with targeted subsamples and high fidelity for academic achievement yielded, d = 0.14, 95% CI [.06, .22]; for mental health, d = 0.32, 95% CI [.10, .54]. Results highlighted the extensive variation in effects to be expected from future interventions. Namely, 95% prediction intervals for focal effects ranged from −0.08 to 0.35 for academic achievement and from 0.07 to 0.57 for mental health. The literature is too nascent for moderators for social functioning, but average effects are d = 0.36, 95% CI [.03, .68], 95% PI [−.50, 1.22]. We conclude with a discussion of heterogeneity and the limitations of meta-analyses.

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“…Open access usefulness in improving childhood programmes' effectiveness 9 10 (for additional applications of BI in childhood policy, see online supplemental references table A1). A growing number of BI-inspired initiatives have been directly applied to children [11][12][13] or their parents, [14][15][16][17][18] over the last years (see online supplemental references table A2). However, the use of BI for the improvement of health and development policies is still scarce in the region.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Behavioural insights (BI) for childhood development and effective public policies in Latin America: a survey and a randomised controlled trial

et al. 2021

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ObjectivesWe developed (a) a survey to investigate the knowledge of childhood health experts on public policies and behavioural insights (BI), as well as its use in Latin American and the Caribbean countries (LACs), and (b) an intervention (randomised controlled trial) to test the influence of nudges on the effect of a simulated public health programme communication.Participants and settingsA total of 2003 LACs childhood health professionals participated in the study through a Hispanic online platform.Primary and secondary outcomesWe used regression models analysing expertise-related information, individual differences and location. We extracted several outcome variables related to (a) ‘Public Policy Knowledge Index’ based on the participants’ degree of knowledge on childhood health public policies and (b) BI knowledge, perceived effectiveness and usefulness of a simulated public programme communication. We also analysed a ‘Behavioural Insights Knowledge Index’ (BIKI) based on participants’ performance in BI questions.ResultsIn general, health professionals showed low BI knowledge (knowledge of the term BI: χ2=210.29, df=1 and p<0.001; BIKI: χ2=160.5, df=1 and p<0.001), and results were modulated by different factors (age, academic formation, public policy knowledge and location). The use of BI principles for the communication of the public programme revealed higher impact and clarity ratings from professionals than control messages.ConclusionsOur findings provide relevant knowledge about BI in health professionals to inform governmental and non-governmental organisations’ decision-making processes related with childhood public policies and BI designs.

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The Power of Believing You can Get Smarter: The Impact of a Growth-Mindset Intervention on Academic Achievement in Peru

Cited by 20 publications

References 15 publications

An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI.

An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI.

A systematic review and meta-analysis of growth mindset interventions: For whom, how, and why might such interventions work?

Behavioural insights (BI) for childhood development and effective public policies in Latin America: a survey and a randomised controlled trial

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