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Social Cognitive theory (Growth mindset (Intelligence can be developed,…
Social Cognitive theory
Self-actualisation
Molly needs to develop intrinsic motivation methods to improve, regardless of extrinsic incentives (Covington, 1999, cited by Slavin, 2014)
Mental wellbeing
adolescent girls have lower self esteem than boys (Jacobs et al., 2002, cited by Slavin, 2014)
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Higher levels of stress and anxiety can have a debiliating effect on attainment (Zeidner, 2007, cited by Jackson, 2013)
Self-fulfilling prophecy
Low expectations can become a self-fulfilling prophecy, causing students to perform less well than they could have (Hauser-Cram et al., 2003, cited by Slavin, 2014)
Assessment feedback teachers low achieving pupils that they lack ability (Black and Wiliam, 1998)
Fear of failure
assessments are the 'gatekeeper' from school to the wider world (Lingard et al, 2006, cited by Dymoke and Harrison, 2008)
Overemphasis on marks and grading (Black and Wiliam, 1998)
'Understanding how fear works, and how we can better relate to it could make an enormous difference to health and welbbeing in our society, not to mention enlarging individual's potential for living, learning and growing' (Mental Health Foundation, 2009, p.13)
Self-efficacy
the most important factor (after ability) in determining students' success in school (Bandura, 1997, cited by Slavin, 2014)
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Greater efficacy means greater effort and persistance, whereas low efficacy leads to task avoidance (Bandura, 1993)
Growth mindset
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Greater growth mindset predicts better academic performance (Claro et al., 2016)
Fixed mindset – I have a certain amount of ability and they cannot do much to change it.
Growth mindset - I can develop my abilities through hard work, good strategies, and instruction from others (Blackwell et al., 2007; Dweck & Leggett, 1988).
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