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ID
Source
Brief title
Health condition
No diseases. We want to stimulate a growth mindset, especially in students with a fixed mindset. Students with a fixed mindset are less resilient, and therefore have higher risk for adverse life events.
Sponsors and support
Intervention
Outcome measures
Primary outcome
Questionnaires (T0 versus T2 and T3):
- ability beliefs (mindset) [DeCastella & Byrne, 2015],
- school performance (global point average, math grade),
- school burnout inventory [Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009],
- effort beliefs (Blackwell, 2004),
- goal orientation [Elliot & Murayama, 2008],
- academic self-regulation [Ryan, R.M., & Connell, J.P. 1989].
Covariate in analyses: socio-economic status (SES) based on postal code.
Changes to methods after trial commencement (1):
The COVID-19 epidemic started in between T2 and T3. Because this is an unplanned major global event, with far-reaching (physical and psychological) consequences for the participating students due to lock-down constrictions, and larger than expected study drop-outs, we concluded that it was not feasible to reliably answer the original research question about the efficacy at the 2-year follow-up (T3). We did, however, add two new questionnaires (T3) with the aim to investigate the relation between mindset and resilience during covid, and the mediating role of coping mechanisms: brief Cope [Carver (1997], COVID-related stress Exposure (Veer et al., 2021). For these additional questionnaires, an amendment was approved by the local ethics committee (VCWE-S-21-00041). The results will be published elsewhere.
Changes to methods after trial commencement (2):
Parallel to this RCT, we conducted a Responsible Research and Innovation (RRI) framework study to improve the alignment between mind, brain, and education (MBE) research, the educational practice, and other societal stakeholders (https://doi-org.vu-nl.idm.oclc.org/10.1111/mbe.12213). Part of RRI, is for researchers to be reflexive and responsive to the stakeholders needs and values and to integrate their perspectives in research projects. One of their perspectives was on the framing/focus of the intervention: on developing resilience & wellbeing, instead of maximizing grades. To address this as researchers, we decided to consider the school burnout inventory (SBI) and academic self-regulation (e.g. intrinsic motivation) as primary outcome measures in our RCT as well. To accommodate these changes (having equal number of primary outcomes), we considered self-efficacy and locus of control as secondary outcome measures.
Secondary outcome
The following questionnaires were for exploring additional research questions at T0: self-efficacy [PALS, Midgley et al., 2000], locus of control [Reid, I., & Croucher, A. 1980], perception of classroom goal structure [Midgley et al. 2002], BIS/BAS [Nederlandse versie Franken, Muris & Rassin, 2005].
Extra lab study in subgroup (T0 versus T2): approach and avoidance behavior and their electrophysiological correlates (EEG, ECG, EDA) during a math effort task, event-related potentials of error processing and response inhibition during the stop-signal task
Changes to methods after trial commencement (3): due to covid-19 restrictions, we could not include enough participants for T2.
Background summary
Students vary in their ability beliefs, ranging from believing their abilities are malleable with effort (growth mindset) to believing their abilities are unalterable (fixed mindset). Past research demonstrated benefits of psychosocial interventions in fostering growth mindset, motivation and grades in high school students. Although impressive, these benefits were relatively small and a remaining question is whether they endure. Our research group designed a growth-mindset intervention with the aim to further increase efficacy. We expect to realize this by combining psychosocial with psychophysiological techniques. The former adheres to previous studies, including classes on the theoretical background of ability beliefs and brain plasticity, while students apply these constructs to their daily life's. The latter is the innovative part. We have developed a neurofeedback application, in which students experience actual control of their own brain. Neurofeedback is based on real-time feedback of brain activity measured with electroencephalography (EEG), for which we use portable EEG technology in 20 classrooms. We expect a synergy between psychosocial and neurofeedback classes, as both emphasize aspects of learning that one can control, while differing in how it is relayed (theoretical versus practical).
Study objective
The growth-mindset intervention will result in more resilient and motivated learners and better school performance than the control intervention.
Study design
Pre (T0), direct post (T1), follow-up 1 year (T2), follow-up at 2 years (T3)
Intervention
In the growth-mindset course, students learn about brain plasticity (lesson 1), growth-mindset (lesson 2), neurofeedback (lesson 3), and how everything relates to their own school career (lesson 4). Most exercises involve active participation, such as performing a mirror-drawing task (lesson 1), reflecting on former fixed and growth-mindset reactions to challenging events at school (lesson 2), influencing a brain correlate of focused attention (theta/beta index) with EEG neurofeedback (lesson 3) and formulating SMART goals to implement a growth-mindset in school and mailing a postcard to their future selves (lesson 4).
In the control course, students learn about brain anatomy (lesson 1), brain illusions (lesson 2), brain imaging techniques (lesson 3) and brain myths and opportunities (lesson 4). Like the growth-mindset course, most exercises involve active participation, such as mirror-drawing and making a brain-hat (lesson 1), discussing various visual illusions, including ones in real-life (lesson 2), seeing, but not influencing, their own EEG brain waves (lesson 3), and participating in a neuromyth quiz and mailing a postcard to their future selves (lesson 4).
Inclusion criteria
First grade Dutch high-school students (aged ~12 years); males and females; mavo, havo, havo/vwo, vwo, vwo+ (ranging from vocational to pre-university)
Exclusion criteria
All interested students in the participating schools are included, irrespective of for example psychiatric or physical disorders
Design
Recruitment
IPD sharing statement
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In other registers
| Register | ID |
|---|---|
| NTR-new | NL7562 |
| Other | European Research Council : 716736 |