The Role of Mindset in Education: A Large-Scale Field Experiment in Disadvantaged Schools

• 成果类型: Article
• 署名作者: Huillery, Elise; Bouguen, Adrien; Charpentier, Axelle; Algan, Yann; Chevallier, Coralie
• 署名单位: Santa Clara University; Universite PSL; Universite Paris-Dauphine; Hautes Etudes Commerciales (HEC) Paris; Universite PSL; Ecole Normale Superieure (ENS); Institut National de la Sante et de la Recherche Medicale (Inserm)
• 刊物名称: ECONOMIC JOURNAL
• ISSN/ISSBN: 0013-0133
• DOI: 10.1093/ej/ueaf015
• 发表日期: 2025
• 页码: 2276-2301
• 关键词: time-preferences; effect sizes; inference; outcomes

摘要

This article shows that a four-year mindset intervention in disadvantaged middle schools led to a 0.05-standard-deviation increase in grade point average, associated with more optimistic beliefs, more self-criticism and improved school behaviour. Treatment effects were larger in terms of both grade point average and National Exam results for students with relatively better social, academic and discipline profiles. According to international empirical benchmarks, this mindset intervention is highly cost effective, but the effect size remains small despite repeated exposure over four years.