Référence
Elise Huillery, Adrien Bouguen, Axelle Charpentier, Yann Algan, Coralie Chevallier, The Role of Mindset in Education: A Large-Scale Field Experiment in Disadvantaged Schools, The Economic Journal, Volume 135, Issue 671, October 2025, Pages 2276–2301, https://doi.org/10.1093/ej/ueaf015
Résumé
This article shows that a four-year mindset intervention in disadvantaged middle schools led to a 0.05-standard-deviation increase in grade point average, associated with more optimistic beliefs, more self-criticism and improved school behaviour. Treatment effects were larger in terms of both grade point average and National Exam results for students with relatively better social, academic and discipline profiles. According to international empirical benchmarks, this mindset intervention is highly cost effective, but the effect size remains small despite repeated exposure over four years.