Possible explanation why growth mindset interventions sometimes work and sometimes don’t work

It’s an often mentioned chapter in our second Urban Myths book: growth mindset. Many people are surprised to read that the impact of these interventions is often very limited, to say the least. A new study by Yeager and many others, amongst who Carol Dweck, have now studied a possible explanation why mindset interventions sometimes… Read More Possible explanation why growth mindset interventions sometimes work and sometimes don’t work

This study is getting a lot of attention: “Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating teaching methods on student learning in higher education”

I think it was Tim Surma who first shared this study by Fischer & Hänze this morning, but a lot of tweeps already shared the study since that tweet. And I can understand why, check the highlights: Student-activating methods are claimed to enhance student learning and motivation. Our study with 80 university courses and 1713… Read More This study is getting a lot of attention: “Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating teaching methods on student learning in higher education”

What’s the best way to improve a sad mood? The answer may surprise you…

Ok, sorry for the clickbait title, but the answer did surprise me: it may be whatever skill you think you’re best at! When I thought a bit further it became a No shirt, Sherlock-example. From the press release: Think you’re good at mindfulness techniques? Then that may work best for you. Or do you believe… Read More What’s the best way to improve a sad mood? The answer may surprise you…

Again: teacher and course evaluations don’t tell you what you think they tell you

We’ve written extensively about this topic in More Myths about Learning and Education, our second myth book, but a new working paper by Vladimir Kogan, Brandon Genetin, Joyce Chen and Alan Kalishagain confirms again: student surveys don’t measure what you think they measure. Grades seem to be the biggest influence in this case – we… Read More Again: teacher and course evaluations don’t tell you what you think they tell you

Effectiveness of volunteer tutoring (Best Evidence in Brief)

There is a new Best Evidence in Brief and this time I picked this study from this biweekly newsletter written up by Justin Hill: Carrie E. Markovitz and colleagues recently reported on a replication and expansion of a previous randomized controlled trial  focused on volunteer tutoring in reading for at-risk early elementary school students. The current… Read More Effectiveness of volunteer tutoring (Best Evidence in Brief)

On the generic and the specific

Originally posted on education ruminations:
I recently read?this?excellent journal article on the structure of academic self-concept by Arens et al (2021).? The article is about different models of academic self-concept (pupils self-perceptions of their own performance or ability in school subjects), and looks in part at whether or not there is a ‘general’ academic self-concept…

Does Taekwondo improve children’s self-regulation?

This study adds support that (certain kinds of) sport can improve self-regulation. The results are in line with previous research into executive functions in which doing sports has a positive effect on self-control, estimating the other, etc.). There is one important limitation in this study: the researchers studied the primary school children for 11 weeks… Read More Does Taekwondo improve children’s self-regulation?

Read our paper: Toward an Ecological Science of Teaching (or in other words: when non-significant is significant and vice versa)

Last year I wrote an article together with prof. David Daniel, this article is now published in Canadian Psychology / Psychologie canadienne and you can download our paper here. This is the abstract: The need for a primary emphasis on teaching is a necessary, and as yet unfulfilled, goal of psychological science. We argue that… Read More Read our paper: Toward an Ecological Science of Teaching (or in other words: when non-significant is significant and vice versa)