This study by Handa et al. (2023) shows that large language models such as ChatGPT are effective in coaching teachers to use growth mindset supporting language. Both teachers and students found the model-generated statements useful.
Research by Wu & Cai shows that stereotypical beliefs about math skills, mainly conveyed through peers, negatively influence girls' performance. The effect occurs early and reduces effort and self-confidence.
This article by Kirsten Weir discusses math anxiety, its causes and consequences, and offers tips for parents and educators. The phenomenon can arise at an early age and is partly influenced by social stereotypes.
This study by Leonard et al. (2023) shows that children between 4 and 6 years old are more motivated to take on challenges when they see improvements in their performance. Constant performance is demotivating.
This study by Ma et al. (2022) shows that autonomy support by teachers and a growth mindset in adolescents reduce externalizing problems. The effects vary by ethnicity, with a stronger buffering effect of growth mindset among Hui adolescents.
This study by Ma et al. (2023) shows that autonomy support by teachers is associated with positive emotional-behavioral profiles in adolescents. Girls benefited extra from high autonomy support and growth mindset.
This research by Johansen et al. (2023) shows that relevant learning exercises in STEM subjects increase the autonomous motivation, vitality and commitment of students in higher education, based on Self-Determination Theory.
Research by Lackner et al. examines the link between self-confidence and scientific knowledge. Excessive self-confidence is highest among people with average knowledge and this group is the most skeptical about science.
This study by Zhang et al. shows that a forward-looking time perspective, especially 30 years ahead, improves wise reasoning in interpersonal conflicts. Thinking future-oriented first also improves current reasoning.
This study by Itzchakov et al. shows that high-quality listening during disagreements reduces polarization and defensiveness. This happens through positivity resonance and non-defensive self-reflection.