Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/84681
Title: Leveraging Mindsets to Promote Academic Achievement
Authors: Rattan, Aneeta
Savani, Krishna
Chugh, Dolly
Dweck, Carol S.
Keywords: Academic Achievement
Mindsets
Issue Date: 2015
Source: Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging Mindsets to Promote Academic Achievement. Perspectives on Psychological Science, 10(6), 721-726.
Series/Report no.: Perspectives on Psychological Science
Abstract: The United States must improve its students’ educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students’ psychology—their “academic mindsets”—have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive research shows that fostering these mindsets can improve students’ motivation; raise grades; and reduce racial, gender, and social class gaps. Of course, mindsets are not a panacea, but with proper implementation they can be an excellent point of entry. We show how policy at all levels (federal, state, and local) can leverage mindsets to lift the nation’s educational outcomes.
URI: https://hdl.handle.net/10356/84681
http://hdl.handle.net/10220/43597
ISSN: 1745-6916
DOI: 10.1177/1745691615599383
Rights: © 2015 The Author(s). This is the author created version of a work that has been peer reviewed and accepted for publication in Perspectives on Psychological Science, published by SAGE Publications on behalf of The Author(s). It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document.  The published version is available at: [http://dx.doi.org/10.1177/1745691615599383].
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:NBS Journal Articles

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