思维模式在教育中的作用：一项在弱势学校开展的大规模实地实验
The Role of Mindset in Education: A Large-Scale Field Experiment in Disadvantaged Schools
The Economic Journal · 2025 · [{"name": "Élise Huillery", "affiliation": ["Université Paris Dauphine-PSL"]}, {"name": "Adrien Bouguen", "affiliation": ["Santa Clara University"]}, {"name": "Axelle Charpentier", "affiliation": ["Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse"]}, {"name": "Yann Algan", "affiliation": ["HEC Paris"]}, {"name": "Coralie Chevallier", "affiliation": ["École Normale Supérieure"]}]
中文摘要
本文表明，在弱势初中开展的一项为期四年的心态干预，使平均绩点（GPA）提高了0.05个标准差，并伴随着更乐观的信念、更多的自我批评以及学校行为的改善。对于在社会、学业和纪律方面表现相对较好的学生，处理效应在平均绩点和全国考试成绩方面都更大。根据国际经验基准，这项心态干预具有很高的成本效益，但尽管在四年中反复接触，效应量仍然较小。
Abstract
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.