Growth-Mindset Interventions at Scale: Experimental Evidence From Argentina

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)417-438
Number of pages22
JournalEducational Evaluation and Policy Analysis
Volume42
Issue number3
DOIs
StatePublished - Sep 1 2020

Keywords

  • evaluation
  • experimental research
  • international education/studies
  • policy analysis
  • regression analyses
  • self-concept
  • social processes/development
  • student behavior/attitude

ASJC Scopus subject areas

  • Education

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