Addressing Student Behavior and Affect with Empathy and Growth Mindset
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| Title: | Addressing Student Behavior and Affect with Empathy and Growth Mindset |
|---|---|
| Language: | English |
| Authors: | Karumbaiah, Shamya, Lizarralde, Rafael, Allessio, Danielle, Woolf, Beverly, Arroyo, Ivon, Wixon, Naomi |
| Source: | International Educational Data Mining Society. 2017. |
| Availability: | International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2017 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1324385 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Affective Behavior, Empathy, Correlation, Mathematics Skills, Self Concept, Student Attitudes, Intelligent Tutoring Systems, Feedback (Response), Mathematics Instruction, Grade 6 |
| Geographic Terms: | California |
| Abstract: | We present results of a randomized controlled study that compared different types of affective messages delivered by pedagogical agents. We used animated characters that were empathic and emphasized the malleability of intelligence and the importance of effort. Results showed significant correlations between students who received more "empathic messages" and those who were "more confident," "more patient," exhibited "higher" levels of "interest," and "valued" math knowledge more. Students who received more growth mindset messages, tended to get more problems correct on their first attempt but valued math knowledge less and had lower "posttest scores." Students who received more "success/failure" messages tended to make "more mistakes," to be "less learning-oriented," and stated that they were "more confused." We conclude that these affective messages are powerful media to influence students' perceptions of themselves as learners, as well as their perceptions of the domain being taught. We have reported significant results that support the use of empathy to improve student affect and attitudes in a math tutor. [For the full proceedings, see ED596512.] |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | ED596572 |
| Database: | ERIC |
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