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Findings from research

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by

Juliet O'Callaghan

on 1 May 2017

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Transcript of Findings from research

Effort grade
Pupils in the experimental group demonstrated
an increase in effort following the intervention compared with the control group who saw a decrease
in effort across the same time frame.
Why?
How results were analysed
By comparing the means of pre and post scores

By comparing the post means of the experimental and control group
Mindset scale
Both groups went up across the intervention with no significant differences between them, suggesting that pupils moved towards a growth mindset over time whether they received the intervention or not.
Pie-chart
The impact of process praise
Conclusions and implications
Pupils in the experimental group demonstrated
an increasing growth mindset compared with the
control group. This means their were more likely to attribute Mimi's test score to lack of effort rather
than maths intelligence following the intervention.
This is Mimi, she got 65% on her maths test.

How much of Mimi’s test score is because of a lack of hard work?

How much of Mimi’s test score is because of a lack of maths intelligence?

Colour in the circle below to show how much you think Mimi’s test score is due to her not working hard enough.

I have a certain amount of maths intelligence, and I can’t really do much to change it.

Maths intelligence is something you can’t change very much.

You can learn new things, but you can’t really change your basic maths intelligence.

You can’t really change how intelligent you are in maths.
Although the differences in post scores
between the experimental and control were small there were statistically significant for Effort and Pie-chart.

This suggests that using process praise does have some impact both on how much effort pupils put into learning maths and how they attribute reasons for a particluar test score in maths.

It also suggest that using process praise alone is not enugh to change pupils beliefs about maths intelligence.
This research supports the work by Carol Dweck on theories of intelligence and how pupils mindset can impact on their beliefs and the effort they exert.


Getting teachers to increase the use of process praise in maths lessons.




To see if the increase in process praise leads to children’s beliefs about maths intelligence to change and for their effort to increase.
What is my thesis
about?
Summary
Pupils who were exposed to the process praise intervention were on average likely to improve effort, whereas pupils in the wait-list control saw a drop in effort. These findings suggest that use of process praise in maths lessons does impact on effort.

Furthermore, pupils exposed to the process praise intervention were more likely to attribute a higher percentage of the fictitious pupil’s maths score to hard work rather than innate intelligence when compared with the wait-list control.
Full transcript