การสงเสรมการเรยนรดวยกรอบความคดแบบเตบโตในการเรยนการสอน:การวเคราะหอภมาน

In this study, meta-analysis was employed as to examine the effect sizes of growth mindset interventions on students’ learning achievement and outcomes. Based on the inclusion criteria (Prisma, Moher et al., 2009), master’s theses and doctoral dissertations in English publication, across the globe, from the years 2010 to 2019 were accumulated to find the effect sizes of growth mindset interventions on students’ learning achievement and outcomes. After passing all of the inclusion criteria, ten of the master’s theses and doctoral dissertations in full-text were obtained with the pretests and posttests scores that appeared in the quasi-experiments using growth mindset interventions on achievement and outcomes, in teaching and learning, with the samples of students at pre- to high school levels. Accordingly, the Comprehensive Meta-Analysis Software (CMA, version 3.0) was applied to calculate the effect sizes (Hedges, 1985) of the growth mindset interventions on learning achievement and outcomes, by choosing random-effects model for the mean effect sizes, with a confidence interval of 95%.A new finding was found related to the growth mindset interventions in teaching and learning in that motivation was reported to have the largest effect with g = 1.53 and the significant level of p = 0.00. According to the result, it appeared that growth mindset interventions, effectively, helped intrinsically motivate students to challenge themselves in achieving their ultimate goals for better learning outcomes. Thus, it was recommended that growth mindset interventions should be integrated into higher education in order for higher levels of students to intrinsically challenge themselves to achieve their ultimate goals for better outcomes in a realm of both living their lives and learning effectively.