Students' Beliefs About the Nature of Intelligence (Mindset)

Important adolescents’ career-related decisions might be influenced by their beliefs about malleability of intelligence and learning (mindset). We combined quantitative and qualitative data to provide in-depth insights in the beliefs that 13- and 14-year olds hold about learning and intelligence, the factors influencing these beliefs, and the consequences of these beliefs in relation to classroom behavior and study choices. To establish students’ mindsets quantitatively, we categorized theory of intelligence (TOI) questionnaire averaged scores into three levels: entity, intermediate, or incremental mindsets, to provide insight into the distribution of the different mindset types in our sample (N = 492). The results of this quantitative study show that more than half of the students believed intelligence is “fixed” (entity mindset), these data showed no effect of gender. To gain more in-depth insight in the views of these students, focus groups about mindset and its influences and consequences were held in a subsample (n = 176). The qualitative data provide more nuanced insights, for example, they reveal subtle gender differences regarding effort beliefs and motivation. Integrated discussion of the quantitative and qualitative results demonstrates that this multimethod approach reflects the complexity of the concept mindset better than only the widely used TOI questionnaire

Social network responses to victims of potentially traumatic events:A systematic review using qualitative evidence synthesis

BACKGROUND: A substantial number of qualitative studies examined how adult victims of potentially traumatic events (PTEs) experienced support provided by family members, friends, colleagues, and other significant others in the informal network. Importantly, the large majority of qualitative studies focused on the perceived support of victims of specific events such as sexual offences, partner violence, homicide, accidents and disasters. Although it is likely that across specific PTEs there are similarities as well as differences in experienced support from the informal network, to date no systematic review synthesized the results of qualitative studies on support from the informal network following various types of PTEs. The aim of the present systematic review is to fill this gap in the scientific knowledge, which is also highly relevant for victim services, policymakers, and the informal network. METHODS: A literature search of qualitative studies was conducted using the electronic databases of PubMed, Web of Science, CINAHL, Psych INFO, Scopus, Criminal Justice Abstracts and Picarta. The quality of the identified studies was assessed with the Consolidated Criteria for Reporting Qualitative research (COREQ) checklist, followed by analysis of the results of the identified studies using Qualitative Evidence Synthesis. FINDINGS: Seventy-five papers were included in the synthesis, involving 2799 victims of PTEs such as accidents, disasters, homicide, intimate partner violence (IPV), and sexual offences. Saturation was only achieved for IPV. Overall, four major categories of perceived social support were identified, namely, support perceived as supportive, supportive but insufficient, unsupportive, and absent from informal support providers, which included friends, family, neighbors, (if applicable) offender’s family, religious group members, work/school colleagues, fellow victims, the local community, and the social network in general. Across the PTE groups, there were similarities in experiencing positive forms of support (particularly empathy and sharing experiences) as well as negative forms of support (abandonment, avoidance, lack of empathy, and not experiencing support despite victim’s request for help). There were also differences across PTE groups, in particular, victims of sexual and intimate partner violence mentioned a number of other supportive (mobilizing support, no unsupportive responses) and non-supportive (e.g., justification or normalization of violence and minimizing responses) responses. CONCLUSIONS: The review showed that different actors within the social informal network can play an important role in providing support after victims experience violence, homicide, accidents, and disasters. However, the review revealed that the large majority of qualitative studies were aimed at victims of IPV, and only for this type of PTE was saturation achieved. This indicates that, although this synthesis identified several similarities and differences, it is still too early to draw more definitive conclusions on similarities and differences in experienced social support after various PTEs and that future qualitative studies focusing on other PTEs are much needed

Mending the Levee: How Supernaturally Anchored Conceptions of the Person Impact on Trauma Perception and Healing among Children (Cases from Madagascar and Nepal)

When dealing with children and youth who experience distressing events, psychosocial diagnostics and healing programmes principally resort to biomedical models. Children are often viewed as individualised 'victims' suffering from trauma and 'in need' of outside help. Highlighting case studies from Madagascar and Nepal, this article argues that the biomedical approach to trauma would be strengthened by a concomitant analysis of social networks, including the perceived relations with the supernatural. The various tandems of family and kin relationships, the living and the dead, constitute not only a social 'levee' breached by distressing events, but also the locus around which social relations are rebuilt

Model method drawing acts as a double-edged sword for solving inconsistent word problems

Drawing bar diagrams has been shown to improve performance on mathematical word problems wherein the relational keyword is consistent with the required arithmetic operation. This study extends this by testing the effectiveness of bar diagram drawing for word problems with an inconsistent keyword-arithmetic operation mapping. Seventy-five fifth graders solved consistent and inconsistent word problems while encouraged to draw bar diagrams. For each word problem, we assessed problem type (consistent/inconsistent), performance (correct/incorrect), and bar diagrams (accurate/inaccurate/no drawing). Overall, bar diagram drawing was associated with increased performance on both consistent and inconsistent word problems, but the strongest benefits of drawing were found for inconsistent word problems. For inconsistent word problems, bar diagram accuracy was more clearly related to performance (accurate bar diagrams related to correct answers, but inaccurate ones to incorrect answers) than for consistent word problems. We conclude that bar diagram drawing provides an effective graphical support for solving inconsistent word problems

Confirmatory Methods, or Huge Samples, Are Required to Obtain Power for the Evaluation of Theories

Experimental studies are usually designed with specific expectations about the results in mind. However, most researchers apply some form of omnibus test to test for any differences, with follow up tests like pairwise comparisons or simple effects analyses for further investigation of the effects. The power to find full support for the theory with such an exploratory approach which is usually based on multiple testing is, however, rather disappointing. With the simulations in this paper we showed that many of the common choices in hypothesis testing led to a severely underpowered form of theory evaluation. Furthermore, some less commonly used approaches were presented and a comparison of results in terms of power to find support for the theory was made. We concluded that confirmatory methods are required in the context of theory evaluation and that the scientific literature would benefit from a clearer distinction between confirmatory and exploratory findings. Also, we emphasis the importance of reporting all tests, significant or not, including the appropriate sample statistics like means and standard deviations. Another recommendation is related to the fact that researchers, when they discuss the conclusions of their own study, seem to underestimate the role of sampling variability. The execution of more replication studies in combination with proper reporting of all results provides insight in between study variability and the amount of chance findings

Quantitizing findings from qualitative studies for integration in mixed methods reviewing

In mixed methods reviewing, data from quantitative and qualitative studies are combined at the review level. One possible way to combine findings of quantitative and qualitative studies is to quantitize qualitative findings prior to their incorporation in a quantitative review. There are only a few examples of the quantification of qualitative findings within this context. This study adds to current research on mixed methods review methodology by reporting the pilot implementation of a new four-step quantitizing approach. We report how we extract and quantitize the strength of relationships found in qualitative studies by assigning correlations to vague quantifiers in text fragments. This article describes (a) how the analysis is prepared; (b) how vague quantifiers in text fragments are organized and transformed to numerical values; (c) how qualitative studies as a whole are assigned effect sizes; and (d) how the overall mean effects size and variance can be calculated. The pilot implementation shows how findings from 26 primary qualitative studies are transformed into mean effect sizes and corresponding variances