A child's academic performance can be improved by making small changes related to her beliefs


What may seem like a “small” change can have a big impact lasting for years in children’s education. Social-psychological interventions which target students’ thoughts, feelings, and beliefs about their intelligence have a lasting effect on the students’ performance. For example, students who believe intelligence is unchangeable will attribute academic setback to their lack of ability rather than their level of effort.


Source: Yeager, D. S. & Walton, G. M. (2011). Review of Educational Research, 81(2), 267-301

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