
When taught that a persons intelligence can grow rather than the current belief that it is fixed, students grades improve.
Likewise when stereotypes of intellectual inferiority are mentioned members of those groups fulfilled the stereotype.
According to the results of studies done with middle school students during the first eight weeks of spring semester, how we think about intelligence correlates with performance.
"A control group of seventh-grade students did not learn about intelligence's changeability, and instead learned about memory and mnemonic strategies. As compared to the control group, students who learned about intelligence's malleability had higher academic motivation, better academic behavior, and better grades in mathematics. Indeed, students who were members of vulnerable groups (e.g., those who previously thought that intelligence cannot change, those who had low prior mathematics achievement, and female students) had higher mathematics grades following the intelligence-is-malleable intervention, while the grades of similar students in the control group declined. In fact, girls who received the intervention matched and even slightly exceeded the boys in math grades, whereas girls in the control group performed well below the boys."
"These findings are especially important because the actual instruction time for the intervention totaled just three hours."
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