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ERIC Number: EJ923888
Record Type: Journal
Publication Date: 2011-Jun
Pages: 35
Abstractor: As Provided
Reference Count: 119
ISBN: N/A
ISSN: ISSN-0034-6543
Social-Psychological Interventions in Education: They're Not Magic
Yeager, David S.; Walton, Gregory M.
Review of Educational Research, v81 n2 p267-301 Jun 2011
Recent randomized experiments have found that seemingly "small" social-psychological interventions in education--that is, brief exercises that target students' thoughts, feelings, and beliefs in and about school--can lead to large gains in student achievement and sharply reduce achievement gaps even months and years later. These interventions do not teach students academic content but instead target students' psychology, such as their beliefs that they have the potential to improve their intelligence or that they belong and are valued in school. When social-psychological interventions have lasting effects, it can seem surprising and even "magical," leading people either to think of them as quick fixes to complicated problems or to consider them unworthy of serious consideration. The present article discourages both responses. It reviews the theoretical basis of several prominent social-psychological interventions and emphasizes that they have lasting effects because they target students' subjective experiences in school, because they use persuasive yet stealthy methods for conveying psychological ideas, and because they tap into recursive processes present in educational environments. By understanding psychological interventions as powerful but context-dependent tools, educational researchers will be better equipped to take them to scale. This review concludes by discussing challenges to scaling psychological interventions and how these challenges may be overcome. (Contains 2 notes, 1 table and 3 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED565617