Can Teaching Growth Mindset and Self-Management at School Shift Student Outcomes and Teacher Mindsets? Evidence from a Randomized Controlled Trial in Indonesia (anglais)

School programs fostering students’ mindsets and socioemotional skills have shown promise for boosting schooling and learning. However, little is known about the impacts of such interventions outside of high-income countries and how variations in their content and intensity affect impacts. In this paper, authors evaluate the impacts of a socioemotional learning program teaching growth mindset (the belief that intelligence is malleable) and self-management...

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INFORMATION

Auteur

Johnson,Hillary C.;

Hernandez, Daniel Pinzón;

James,Kali Trzesniewski;

Indrakesuma,Taufik Ramadhan;

Vakis,Renos;

Perova,Elizaveta;

Muller,Noel;

De Martino,Samantha Ashley;

Catalan Molina,Diego;
Date du document
2020/05/29
Type de document
Document de travail
Numéro du rapport
149073
Volume
1
Total Volume(s)
1
Pays
Asie de l’Est et Pacifique,
Région
Asie de l’Est et Pacifique,
Date de publication
2020/06/03
Disclosure Status
Disclosed
Titre du rapport
Can Teaching Growth Mindset and Self-Management at School Shift Student Outcomes and Teacher Mindsets? Evidence from a Randomized Controlled Trial in Indonesia
Mots clé
self-report measure

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Can Teaching Growth Mindset and Self-Management at School Shift Student Outcomes and Teacher Mindsets? Evidence from a Randomized Controlled Trial in Indonesia (anglais)

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