Mathematical skills and growth mindset in young adolescents from low-income backgrounds Not Applicable
Conditions
Interventions
The intervention will consist of High-Dosage Tutoring (HDT) provided by the organization The Bridge Learning Interventions. Students who will receive HDT will receive math tutoring three times a week
Sponsors
University of Amsterdam
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Students who are in their first or second year of prevocational secondary education at the start of the intervention period (approx. 12-15 years of age).
Exclusion criteria
Exclusion criteria: No participant exclusion criteria are applicable.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Mathematical skills are measured using a Dutch standardized math test at pretest, midtest (halfway the intervention), posttest and at one-year follow-up. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. General mindset and mindset specific to math will be measured using a Dutch translation of the Implicit Theories of Intelligence Scale - Self-Theory version by De Castella & Byrne (2015) at baseline and endline. 2. Effort beliefs will be measured using the effort beliefs scale by Blackwell, Trzesniewski, and Dweck (2007) at baseline and endline. 3. Mathematics self-efficacy will be measured using the self-efficacy subscale of the Patterns of Adaptive Learning Scales (PALS) by Midgley et al. (2000) at baseline and endline. 4. Willingness to expend effort during a mathematical task will be measured by the computerized Math Effort Task (Janssen et al., 2022), developed by the research team based on Engle-Friedman et al. (2014), at baseline and endline. 5. Reading comprehension skills will be measured using a Dutch standardized comprehensive reading test at baseline and endline. | — |
Countries
Netherlands
Contacts
Public ContactRoos de Jong
Outcome results
None listed