Dweck (key study) (development) (study 1) Flashcards
1
Q
What was the background?
A
Dweck thought that students who believed that intelligence is fixed were less successful than students who believed that intelligence is flexible
2
Q
What was the aim?
A
- To see whether theories of intelligence correlate with academic achievement in mathematics.
- To test the impact of academic intervention.
3
Q
What was the hypothesis?
A
There will be a relationship between 7th grade students’ theories of intelligence (fixed or growth mindset) and their achievement grades on a standardised maths test
4
Q
What was the design?
A
- It was a longitudinal study over 5 years.
- It was a natural study
5
Q
What was the dependent variable?
A
The maths score
6
Q
What was the independent variable?
A
The students theories of intelligence (fixed/growth mindset)
7
Q
What was the sample?
A
- 373 students (198f + 175m)
- 4 successive 7th grade classes
- from a public secondary school in New York City
- Varied in ethnicity, achievement, and socioeconomic status
- 205 African American, 101 South Asian, 56 Hispanic, 11 East Asian and European American
8
Q
What were the materials?
A
- Scores on a standardised maths test used as a baseline for future tests
- A maths test for autumn and spring terms of both 7th and 8th grade
- A motivational questionnaire assessing: theory of intelligence, learning goals, effort beliefs, responses to failure
9
Q
what was the procedure?
A
- At the beginning of 7th grade, participants took a motivational questionnaire
10
Q
What were the results?
A
- There was no significant correlation between theory of intelligence on maths test scores when measured at the start of 7th grade
- When students were tested in the autumn term of 7th grade and spring term of 8th grade, theory of intelligence became a predictor of maths test scores
- This means that participants who held the belief that intelligence was flexible showed greater improvements on the maths test than those who believed intelligence was fixed
