Mr. Juan Soto
Juan Soto is a senior student at NYU Abu Dhabi, majoring in Psychology and Social Research & Public Policy (SRPP). In his work, he explores how implicit theories of intelligence—beliefs about the malleability of intelligence—shape key psychological and academic outcomes such as motivation, self-efficacy, and performance. Juan investigates how these self-theories intersect with identity markers like gender, rural upbringing, and socioeconomic class to influence students' learning experiences and long-term personal development. By examining these dynamics, he aims to uncover pathways to empower individuals from marginalized communities, promoting resilience in the face of systemic barriers.
Exploring the Impact of A Growth Mindset Intervention on Academic Outcomes: Evidence from Argentinian High Schools
Growth mindset interventions, which aim to teach students that intelligence and abilities can be developed through effort and perseverance, have been shown to foster academic achievement and motivation, particularly during periods of academic transition (Blackwell et al., 2007). This study examines the impact of growth mindset interventions on the academic outcomes of Argentine high school students, with a focus on self-efficacy, math anxiety, and mathematics performance. Conducted across 10 schools in rural and urban settings, the study uses an experimental design where participants completed a brief online intervention delivered in two modules, each lasting less than 35 minutes. The intervention incorporated scientific findings on neuroplasticity alongside reflective exercises to encourage the belief that abilities are malleable. Students in the control condition engaged in similarly structured activities focused on general neuroscience topics (e.g., brain localization functions) but without any reinforcement of growth mindset principles. The study also explores whether perceived classroom support acts as a moderator, potentially enhancing the intervention’s effectiveness in environments where students feel supported. Data were collected at three time points: before the first intervention, three weeks after the second intervention, and three months later to evaluate the sustainability of the observed effects. Preliminary findings are expected to demonstrate that the growth mindset intervention enhances students’ growth mindset, reduces math-related anxiety, and improves self-efficacy and academic performance, particularly in a diverse sample encompassing educational settings where disparities may be more pronounced. By examining the effectiveness of the intervention in a non-WEIRD sample and exploring how contextual and psychological factors may mediate its effects, this research aims to contribute to the development of educational strategies that support students in navigating challenging transitions throughout their educational journeys.
References:
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x