Leveraging Mindsets to Promote Academic Achievement: Policy Recommendations.

TitleLeveraging Mindsets to Promote Academic Achievement: Policy Recommendations.
Publication TypeJournal Article
Year of Publication2015
AuthorsRattan, A, Savani, K, Chugh, D, Dweck, CS
JournalPerspect Psychol Sci
Volume10
Issue6
Pagination721-6
Date Published2015 Nov
ISSN1745-6924
KeywordsAchievement, Attitude, Educational Status, Humans, Intelligence, Motivation, Peer Group, Public Policy, Social Class, Social Environment, Social Identification, Students, United States
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.

DOI10.1177/1745691615599383
Alternate JournalPerspect Psychol Sci
PubMed ID26581725

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