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Abstract(s)
A literatura tem identificado duas conceções pessoais de inteligência (mindsets), nomeadamente a fixa e a de crescimento, concebidas ao longo de um continuum. Estudos internacionais têm demonstrado que a mentalidade de crescimento poderá predispor ao maior envolvimento do aluno nas suas aprendizagens, encorajando-o a ser resiliente e persistente no sentido de perseverar face às suas dificuldades. O objetivo deste estudo exploratório consistiu no desenho, implementação e avaliação de uma intervenção em contexto escolar, promotora da mentalidade de crescimento, adotando um desenho quase-experimental intersujeitos que implicou 38 alunos do 5.º ano. O programa, designado “Dr. Cérebrus”, foi implementado ao longo de seis sessões e pretendeu explorar a importância do erro, do feedback, do esforço, do treino e da perseverança nas aprendizagens. A recolha de dados, no pré-, pós-teste e ao longo das sessões, envolveu instrumentos de natureza quantitativa, qualitativa e múltiplos informadores (alunos, encarregados de educação e docente). Os resultados apontam para as potencialidades do programa na promoção da
mentalidade de crescimento, embora surja também a consideração de fatores contextuais alheios à intervenção desenvolvida. São discutidos os pontos fortes e fragilidades da investigação, assim como implicações para a prática educativa.
The literature has been identified two personal conceptions of intelligence (mindsets), the fixed and the growth one, conceived along a continuum. International studies have shown that the growth mindset may predispose students to greater involvement in their learning, encouraging them to be resilient and persistent in order to persevere in their difficulties. The objective of this exploratory study consisted in the design, implementation and evaluation of an intervention in a school context, promoter of the growth mindset, adopting a quasi-experimental design that involved 38 students of the 5th grade. The program, designated “Dr. Cérebrus”, was implemented over six sessions and aimed to explore the importance of error, feedback, effort, practice and perseverance in learning. Data collection, in the pre-, posttest and throughout the sessions, involved quantitative and qualitative instruments and multiple informants (students, parents and teacher). The results point to the potential of the program in promoting the growth mindset, although also the consideration of contextual factors unrelated to the intervention developed. The strengths and weaknesses of research are discussed, as well as implications for educational practice.
The literature has been identified two personal conceptions of intelligence (mindsets), the fixed and the growth one, conceived along a continuum. International studies have shown that the growth mindset may predispose students to greater involvement in their learning, encouraging them to be resilient and persistent in order to persevere in their difficulties. The objective of this exploratory study consisted in the design, implementation and evaluation of an intervention in a school context, promoter of the growth mindset, adopting a quasi-experimental design that involved 38 students of the 5th grade. The program, designated “Dr. Cérebrus”, was implemented over six sessions and aimed to explore the importance of error, feedback, effort, practice and perseverance in learning. Data collection, in the pre-, posttest and throughout the sessions, involved quantitative and qualitative instruments and multiple informants (students, parents and teacher). The results point to the potential of the program in promoting the growth mindset, although also the consideration of contextual factors unrelated to the intervention developed. The strengths and weaknesses of research are discussed, as well as implications for educational practice.
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Keywords
Conceções pessoais de inteligência Mentalidade de crescimento Mentalidade fixa Programa de intervenção Personal conceptions of intelligence Growth mindset Fixed mindset Intervention program