Department of Economics and Business Economics

Reading intervention with a growth mindset approach improves children’s skills

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Standard

Reading intervention with a growth mindset approach improves children’s skills. / Andersen, Simon Calmar; Nielsen, Helena Skyt.

In: Proceedings of the National Academy of Sciences of the United States of America, Vol. 113, No. 43, 2016, p. 12111-12113.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

Andersen, SC & Nielsen, HS 2016, 'Reading intervention with a growth mindset approach improves children’s skills', Proceedings of the National Academy of Sciences of the United States of America, vol. 113, no. 43, pp. 12111-12113. https://doi.org/10.1073/pnas.1607946113

APA

Andersen, S. C., & Nielsen, H. S. (2016). Reading intervention with a growth mindset approach improves children’s skills. Proceedings of the National Academy of Sciences of the United States of America, 113(43), 12111-12113. https://doi.org/10.1073/pnas.1607946113

CBE

Andersen SC, Nielsen HS. 2016. Reading intervention with a growth mindset approach improves children’s skills. Proceedings of the National Academy of Sciences of the United States of America. 113(43):12111-12113. https://doi.org/10.1073/pnas.1607946113

MLA

Andersen, Simon Calmar and Helena Skyt Nielsen. "Reading intervention with a growth mindset approach improves children’s skills". Proceedings of the National Academy of Sciences of the United States of America. 2016, 113(43). 12111-12113. https://doi.org/10.1073/pnas.1607946113

Vancouver

Andersen SC, Nielsen HS. Reading intervention with a growth mindset approach improves children’s skills. Proceedings of the National Academy of Sciences of the United States of America. 2016;113(43):12111-12113. https://doi.org/10.1073/pnas.1607946113

Author

Andersen, Simon Calmar ; Nielsen, Helena Skyt. / Reading intervention with a growth mindset approach improves children’s skills. In: Proceedings of the National Academy of Sciences of the United States of America. 2016 ; Vol. 113, No. 43. pp. 12111-12113.

Bibtex

@article{8c46da755a3a4b7f93c0c446156e2247,
title = "Reading intervention with a growth mindset approach improves children’s skills",
abstract = "Laboratory experiments have shown that parents who believe theirchild’s abilities are fixed engage with their child in unconstructive,performance-oriented ways. We show that children of parents withsuch “fixed mindsets” have lower reading skills, even after controllingfor the child’s previous abilities and the parents’ socioeconomicstatus. In a large-scale randomized field trial (Nclassrooms = 72; Nchildren =1,587) conducted by public authorities, parents receiving a readingintervention were told about the malleability of their child’s readingabilities and how to support their child by praising his/hereffort rather than his/her performance. This low-cost interventionincreased the reading and writing achievements of all participatingchildren—not least immigrant children with non-Western backgroundsand children with low-educated mothers. As expected,effects were even bigger for parents who before the interventionhad a fixed mindset.",
author = "Andersen, {Simon Calmar} and Nielsen, {Helena Skyt}",
year = "2016",
doi = "10.1073/pnas.1607946113",
language = "English",
volume = "113",
pages = "12111--12113",
journal = "Proceedings of the National Academy of Sciences of the United States of America",
issn = "0027-8424",
publisher = "The National Academy of Sciences of the United States of America",
number = "43",

}

RIS

TY - JOUR

T1 - Reading intervention with a growth mindset approach improves children’s skills

AU - Andersen, Simon Calmar

AU - Nielsen, Helena Skyt

PY - 2016

Y1 - 2016

N2 - Laboratory experiments have shown that parents who believe theirchild’s abilities are fixed engage with their child in unconstructive,performance-oriented ways. We show that children of parents withsuch “fixed mindsets” have lower reading skills, even after controllingfor the child’s previous abilities and the parents’ socioeconomicstatus. In a large-scale randomized field trial (Nclassrooms = 72; Nchildren =1,587) conducted by public authorities, parents receiving a readingintervention were told about the malleability of their child’s readingabilities and how to support their child by praising his/hereffort rather than his/her performance. This low-cost interventionincreased the reading and writing achievements of all participatingchildren—not least immigrant children with non-Western backgroundsand children with low-educated mothers. As expected,effects were even bigger for parents who before the interventionhad a fixed mindset.

AB - Laboratory experiments have shown that parents who believe theirchild’s abilities are fixed engage with their child in unconstructive,performance-oriented ways. We show that children of parents withsuch “fixed mindsets” have lower reading skills, even after controllingfor the child’s previous abilities and the parents’ socioeconomicstatus. In a large-scale randomized field trial (Nclassrooms = 72; Nchildren =1,587) conducted by public authorities, parents receiving a readingintervention were told about the malleability of their child’s readingabilities and how to support their child by praising his/hereffort rather than his/her performance. This low-cost interventionincreased the reading and writing achievements of all participatingchildren—not least immigrant children with non-Western backgroundsand children with low-educated mothers. As expected,effects were even bigger for parents who before the interventionhad a fixed mindset.

U2 - 10.1073/pnas.1607946113

DO - 10.1073/pnas.1607946113

M3 - Journal article

C2 - 27729533

VL - 113

SP - 12111

EP - 12113

JO - Proceedings of the National Academy of Sciences of the United States of America

JF - Proceedings of the National Academy of Sciences of the United States of America

SN - 0027-8424

IS - 43

ER -