Social-psychological interventions in education: They’re not magic

David S Yeager, Gregory M Walton

Review of educational Research 81 (2), 267-301, 2011

Recent randomized experiments have found that seemingly “small” social-psychological

interventions in education—that is, brief exercises that target students’ thoughts, feelings, and
beliefs in and about school—can lead to large gains in student achievement and sharply reduce
achievement gaps even months and years later. These interventions do not teach students
academic content but instead target students’ psychology, such as their beliefs that they have
the potential to improve their intelligence or that they belong and are valued in school ( David S
Yeager, Gregory M Walton).

Most of the students experience struggles in academic, financial, and also struggle in physical
aspects in school .New students can also be considered to be struggling despite of excitement.
Consumer decision making styles in retailing: evolution of mindsets and psychological impacts

Author(s): Steven Lysonski (Marquette University, Milwaukee, Wisconsin, USA)

India has undergone dramatic change in its retail markets since economic liberalization in 1992.
The authors aim to use the framework of consumer decision making styles to investigate
longitudinally how these styles have changed from 1994 to 2009. They also conducted a cross-
sectional analysis of the 2009 data to determine whether decision making styles are shaped by
psychological variables: perceived time pressure, shopping opinion leadership, shopping self-
confidence, consumer susceptibility to interpersonal influence, and materialism. The longitudinal
analysis showed that four of the eight decision making styles changed statistically between
1994 and 2009; there were increases for brand consciousness, novelty-fashion consciousness,
and impulsive-careless shopping while perfectionist-quality consciousness decreased. The
study shows that decision making styles do change as an emerging economy becomes more
developed. The study also shows that psychological variables can explain some of the
differences in decision making styles among consumers (Steven Lysonski).
Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can
Be Developed

David Scott Yeager & Carol S. Dweck

Pages 302-314 | Received 06 Jun 2012, Published online: 19 Oct 2012

Because challenges are ubiquitous, resilience is essential for success in school and in life. In
this article we review research demonstrating the impact of students’ mindsets on their
resilience in the face of academic and social challenges. By discussing why psychological
interventions that change students’ mindsets are effective and what educators can do to foster
these mindsets and create resilience in educational settings. (David Scott Yeager & Carol S.
Dweck).

Students tend to lose their selves when they fail in one thing, especially in academics .So
creating great personal characteristics can be great for students who can and will burnout
easily.
Strategic leadership, resource management and effective school reform

Author(s):

Brian J. Caldwell (Professor and Dean of Education, University of Melbourne, Victoria, Australia)

Acknowledgements: Dr. David Gurr, Department of Education Policy and Management,

University of Melbourne, analyzed data from the most recent survey of principals in the
Cooperative Research Project reported here (Cooperative Research Project, 1998) and
provided helpful comments on a draft of this paper. Dr. Ken Rowe, Senior Research Associate,
Centre for Applied Educational Research, University of Melbourne, carried out the structural
equation modeling. This paper is concerned with the impact of school reform on the professional
culture of the principalship, drawing on findings from several research projects from 1993 to
1998. The focus is the schools of the future reform in Victoria, Australia. Despite several
dysfunctions, some unfulfilled expectations and intensification of work, a large majority of
principals would not wish to return to previous arrangements. Case studies reveal that principals
play an important role in helping to link the structural aspects of reform to learning and teaching.
Leadership is strategic and empowering more than it is heroic or “hands on” (Brian J. Caldwell).

Changing the school principal and staffs may change the schools' arrangements, it may affect
the students, school activities, teachers and co-staffs .It needs deep analysis and investigations
before such change may happen.