The role of Mindset

This article shows that a four-year mindset intervention in disadvantaged mid-dle schools led to a 0.05 standard deviation increase in GPA, associated withmore optimistic beliefs, more self-criticism, and improved school behaviour.Treatment eects were larger in terms of both GPA and National Exam re-sults for students with relatively better social, academic, and discipline proles.According to international empirical benchmarks, this mindset intervention ishighly cost-eective but the eect size remains small despite repeated exposureover four years.

本文研究证实，针对处境不利中学开展的为期四年的思维模式干预（mindset intervention）可使学生平均学分绩点（Grade Point Average，GPA）提升0.05个标准差，该干预效果与学生更积极的信念、更多的自我批判及改善的在校行为表现相关。针对社会、学业与纪律表现维度相对更优的学生，其干预效应在GPA与全国统考成绩两方面均更为显著。依据国际经验基准，该思维模式干预具备极高的成本效益，但尽管在四年内反复实施，其效应量依然偏小。