2024/06/24 by Carolyn MacDonald, Dajung Diana Oh, Michael M. Barger +2 · 1 voice · 1 citation
Psychology · Social Sciences · Computer Science · #Grit, Self-Efficacy, and Motivation #Psychosocial Factors Impacting Youth #Education and Learning Interventions
paper · doi:10.1037/dev0001768
openalex publication_date 2024/06/24 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/16
= 7.17 years; 50% girls) math adjustment (e.g., mindsets and achievement) was also assessed. The intervention (vs. control) led to sustained increases in parents' beliefs that math ability is malleable and math failure is beneficial for learning. The intervention, however, did not improve their math parenting practices or children's math adjustment relative to the control. Instead, there were generally improvements in math parenting practices and children's math adjustment over the course of the study regardless of condition, perhaps because the control condition provided parents with useful information about the Common Core math curriculum. Overall, the findings indicate that although the mindset intervention was effective in instilling stronger growth-oriented mindsets about math in parents, this did not translate into benefits for children's math learning over and above the active control condition. (PsycInfo Database Record (c) 2024 APA, all rights reserved).