The Role of Mindset in Education: A Large-Scale Field Experiment in Disadvantaged Schools
在弱势中学开展为期四年的心态干预，使平均绩点提高0.05个标准差，并带来更乐观的信念、更多自我批评和改善的在校行为；干预对学业和社会背景较好的学生效果更大，且成本效益高但效应量小。
Abstract 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.