Beneficial Effects of Growth Mindset of Intelligence and Growth Mindset of Personality on Academic Achievement in School-Aged Children

• Authors: Cosette Fox , Maria Barrera

Title variants

PL

Korzystne skutki nastawienia na rozwój inteligencji i nastawienia na rozwój osobowości na osiągnięcia w nauce u dzieci w wieku szkolnym

• Languages of publication: EN

Abstracts

EN

Multiple research studies revealed the benefits of adopting a growth mindset of intelligence for students of all ages. However, few studies have investigated the advantage of having a growth mindset of personality or having grit on academic performance. Therefore, this study investigated the influence of grit and implicit theories of intelligence and personality on academic performance in fifth through eighth-grade students. Our hypothesis is that a relatively higher level of grit as well as a growth mindset would result in better academic success. Students were tested in their respective classrooms using questionnaires for grit, mindset of intelligence and mindset of personality. Quarter grades and standardized scores were obtained for all students on topics such as English, reading, language, math and science. Growth mindset of intelligence and growth mindset of personality provided a selective advantage academically to students on classroom grades and on standardized testing, particularly in verbal areas such as English, reading and language. Furthermore, mindset of intelligence predicted significant change in standardized math scores. Grit did not affect academic performance. Our results suggest that educational institutions would benefit from mindset interventions promoting a growth mindset of intelligence and personality in students.

PL

Liczne badania naukowe ujawniły korzyści płynące z przyjęcia nastawienia na rozwój inteligencji dla uczniów w każdym wieku. Jednak niewiele badań przeprowadzonych do tej pory dotyczyło korzyści wynikających z nastawienia na rozwój osobowości lub wytrwałości w nauce. Dlatego też niniejsze studium koncentruje się na zbadaniu związku między wytrwałością, teoriami pośrednimi i osobowością, w kontekście ich wpływu na wyniki w nauce uczniów klas od piątej do ósmej. Badanie zakładało, że relatywnie większa wytrwałość i nastawienie na rozwój przełoży się na sukces naukowy. Uczniowie badani byli za pomocą kwestionariuszy dotyczących wytrwałości, nastawienia na rozwój inteligencji i nastawienia na rozwój osobowości; następnie poddano analizie ich oceny kwartalne i ustandaryzowane wyniki w nauce z takich przedmiotów jak angielski, czytanie, język, matematyka i przedmioty ścisłe. Badanie wskazuje na korzystny wpływ, jaki nastawienie na rozwój inteligencji i nastawienie na rozwój osobowości miało na wyniki z języka angielskiego i czytania. Co więcej, nastawienie na rozwój inteligencji przełożyło się na znacznie wyższe wyniki z matematyki. Wytrwałość nie miała wpływu na wyniki w nauce. Poniższe badanie wskazuje na to, że instytucje edukacyjne skorzystałyby z promowania nastawienia na rozwój inteligencji i osobowości u swoich uczniów.

Keywords

EN

implicit theories of intelligence; growth mindset of intelligence; growth mindset of personality; grit; academic performance; implicit theories of intelligence; growth mindset of intelligence; growth mindset of personality; grit; academic performance

PL

pośrednie teorie inteligencji; nastawienie na rozwój inteligencji; nastawienie na rozwój osobowości; wytrwałość; osiągnięcia naukowe

• Publisher: Wydawnictwo Libron - Filip Lohner
• Journal: Konteksty Pedagogiczne
• Year: 2020
• Volume: 2
• Issue: 15
• Pages: 25-40

Dates

published

2020-12-30

Contributors

author

Cosette Fox

• Holy Cross College

author

Maria Barrera

• Holy Cross College

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Identifiers

DOI

10.19265/kp.2020.2.15.267