Exploring Teacher Effects for Mindset Intervention Outcomes in Seventh-Grade Science Classes

By Jennifer A. Schmidt, Lee Shumow, Hayal Z. Kackar-Cam. Middle grades research journal, 2015

91 citations recorded by the source corpus.

Overall, the research on the effectiveness of single-gender education is inconclusive. However, research also indicates that some benefits beyond academic achievement may be possible. These findings may be significant for middle school girls, who often struggle with social interactions related to adolescence that create barriers in successfully transitioning to middle school. As these issues for middle school girls are sometimes unique to their gender, advocates argue that single-gender education emerges as a possible solution. This study investigated the potential benefits of participation in a single-gender classroom for sixth-grade females over a 3-year period. A total of 109 participants were involved. Girls in single-gender classrooms were compared to those in coeducational classrooms on variables of academic attitudes and student satisfaction with school. Statistical significance using MANOVA was observed on student satisfaction with school; descriptive statistical data from single-gender participants indicated a high degree of satisfaction with the single-gender program. Results showed that participation in single-gender programs can produce higher levels of student satisfaction with school (as explored in this study).

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8120f8cf01249c65218ca70cc99d49fb3b657438

How researchers see this paper

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

In Cognitive Neuroscience

  1. I. Rissanen
  2. Moona Tuominen
  3. Kirsi Tirri
  4. E. Kuusisto

In Experimental and Cognitive Psychology

  1. Kirsi Tirri

Citations in the corpus