A Novel Classroom-Based Intervention of Incremental Beliefs Using Neurofeedback: Long-Term Impact on Academic Achievement and Experience of School-Related Stress

Distinctive motivational patterns in the face of failure, setbacks, and challenges at school differentiate students who believe their ability to be fixed and uncontrollable (entity beliefs) from students who believe their ability to be malleable and controllable (incremental beliefs). Through a cluster randomized controlled trial, a classroom-based intervention, aimed to improve incremental beliefs, was implemented in first-year classes of secondary education. Use of a mobile neurofeedback device was incorporated in the intervention to create for students an experience of controllability. Long-term impact of the intervention was evaluated through multilevel models with students at level 1 and classes at level 2. The intervention (n = 222) improved students’ academic achievement one year post-intervention, compared to an active control condition (n = 217). No long-lasting intervention effect on students’ experience of school-related stress was found. Further, socioeconomic status as...Show moreDistinctive motivational patterns in the face of failure, setbacks, and challenges at school differentiate students who believe their ability to be fixed and uncontrollable (entity beliefs) from students who believe their ability to be malleable and controllable (incremental beliefs). Through a cluster randomized controlled trial, a classroom-based intervention, aimed to improve incremental beliefs, was implemented in first-year classes of secondary education. Use of a mobile neurofeedback device was incorporated in the intervention to create for students an experience of controllability. Long-term impact of the intervention was evaluated through multilevel models with students at level 1 and classes at level 2. The intervention (n = 222) improved students’ academic achievement one year post-intervention, compared to an active control condition (n = 217). No long-lasting intervention effect on students’ experience of school-related stress was found. Further, socioeconomic status as a student characteristic did not appear to moderate intervention effectiveness for long-term outcomes.Show less

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A Novel Classroom-Based Intervention of Incremental Beliefs Using Neurofeedback: Long-Term Impact on Academic Achievement and Experience of School-Related Stress