Addressing Achievement Gaps with Psychological Interventions

By D. Yeager, Gregory Walton, Geoffrey L. Cohen. 2013

143 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/79dbd18d3b131eb654091d3712835bf238698863

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jennifer L. Butler
2. Alexander P. Burgoyne
3. Victoria F Sisk
4. Brooke N. Macnamara
5. M. Okun
6. Jin Sun

In Experimental and Cognitive Psychology

1. Virginia S. Y. Kwan
2. Alexander P. Burgoyne
3. Brooke N. Macnamara

Citations in the corpus

• The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses (2016, background): “These concepts are echoed by Yeager, Walton, and Cohen (2013), who suggested that psychological interventions complement traditional educational reforms and systematically enhance student achievement by changing subjective experiences of the academic environment, utilizing recursive…”
• To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses (2018, background): “In contrast, if intervention effectiveness decreases with the number of intervention sessions, this could be due to students perceiving the repetition as a message that they need help, undermining the credibility of the growth-mind-set intervention (see Yeager et al., 2013).”