TY - JOUR
T1 - Growth-Mindset Interventions at Scale
T2 - Experimental Evidence From Argentina
AU - Ganimian, Alejandro J.
N1 - Funding Information:
I gratefully acknowledge the funding provided by the Abdul Latif Jameel Poverty Action Lab?s Post-Primary Education initiative and the Inter-American Development Bank for this study. I thank Andrea Bergamaschi, Anal?a Berruezo, Loreto Biehl, Gloria Crespo, Elena Duro, Miriam Goldszier, and Gabriela Guerrero for making this study possible. I also thank Hunt Allcott, Felipe Barrera-Osorio, Clancy Blair, Susana Claro, Sean Corcoran, Andy de Barros, Rajeev Dehejia, Bill Easterly, Raquel Fern?ndez, Jill Gandhi, Isaac Mbiti, Karthik Muralidharan, Dick Murnane, Cybele Raver, Martin Rotemberg, David Yeager, Hiro Yoshikawa, Tyler Watts, Marty West, seminar participants at NYU, Paco Martorell, and two anonymous reviewers for comments that informed this draft. Aditi Bhowmick, Nicol?s Buchbinder, and Mar?a Cortelezzi provided excellent research assistance. This study was registered with the AEA Trial Registry (RCT ID: AEARCTR-0002970). It was approved by the Institutional Review Board of the Massachusetts Institute of Technology. All views expressed are my own and not of any institution with which I am affiliated. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The author received funding from the Abdul Latif Jameel Poverty Action Lab?s Post-Primary Education Initiative and the Inter-American Development Bank for this study.
PY - 2020/9/1
Y1 - 2020/9/1
N2 - This is one of the first evaluations of a “growth-mindset” intervention at scale in a developing country. I randomly assigned 202 public secondary schools in Salta, Argentina, to a treatment group in which Grade 12 students were asked to read about the malleability of intelligence, write a letter to a classmate, and post their letters in their classroom, or to a control group. The intervention was implemented as intended. Yet, I find no evidence that it affected students’ propensity to find tasks less intimidating, school climate, school performance, achievement, or post-secondary plans. I rule out small effects and find little evidence of heterogeneity. This study suggests that the intervention may be more challenging to replicate and scale than anticipated.
AB - This is one of the first evaluations of a “growth-mindset” intervention at scale in a developing country. I randomly assigned 202 public secondary schools in Salta, Argentina, to a treatment group in which Grade 12 students were asked to read about the malleability of intelligence, write a letter to a classmate, and post their letters in their classroom, or to a control group. The intervention was implemented as intended. Yet, I find no evidence that it affected students’ propensity to find tasks less intimidating, school climate, school performance, achievement, or post-secondary plans. I rule out small effects and find little evidence of heterogeneity. This study suggests that the intervention may be more challenging to replicate and scale than anticipated.
KW - evaluation
KW - experimental research
KW - international education/studies
KW - policy analysis
KW - regression analyses
KW - self-concept
KW - social processes/development
KW - student behavior/attitude
UR - http://www.scopus.com/inward/record.url?scp=85088258738&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85088258738&partnerID=8YFLogxK
U2 - 10.3102/0162373720938041
DO - 10.3102/0162373720938041
M3 - Article
AN - SCOPUS:85088258738
VL - 42
SP - 417
EP - 438
JO - Educational Evaluation and Policy Analysis
JF - Educational Evaluation and Policy Analysis
SN - 0162-3737
IS - 3
ER -