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1A) This month, more than 4 million students across the nation will begin high school. Many will dowell. But many will
2not. Consider that nearly two-thirds of students will experience the "ninth-grade shock," which refers to a dramatic
3drop in a student's academic performance. Some students cope with this shock by avoiding challenges. For instance, they
4may drop difficult coursework. Others may experience a hopelessness that results in failing their core classes, such as
5English, science and math.
6B) This should matter a great deal to parents, teachers and policymakers. IBtimately it should matter to the students
7themselves and society at large, because students' experience of transitioning (lii./t) to the ninth grade can have
8long-term consequences not only for the students themselves but for their home communities. We make these observations
9as research psychologists who have studied how schools and families can help young people thrive.
10C) In the new global economy, students who fail to finish the ninth grade with passing grades. in college preparatory
11coursework are very unlikely to graduate on time and go on to get jobs. One study has calculated that the lifetime
12benefit to the local economy for a single additional student who completes high school is half a million dollars or
13more. This is based on higher earnings and avoided costs in health care, crime , welfare dependence and other things.
14D) The consequences of doing poorly in the ninth grade can impact more than students' ability to find a good job. It can
15also impact the extent to which they enjoy life. Students lose many of the friends they turned to for support when they
16move from the eighth to the ninth grade. One study of ninth-grade students found that 50 percent of friendships among
17ninth graders changed from one month to the next, signaling striking instability in friendships.
18E) In addition, studies find the first year of high school typically shows one of the greatest increases in depression
19of any year over the lifespan. Researchers think that one explanation is that ties to friends are broken while academic
20demands are rising. Furthermore, most adult cases of clinical depression first emerge in aaolescence (青$-J.Jl) . The
21World Health Organization reports that depression has the greatest burden of disease worldwide, in terms of the total
22cost of treatment and the loss of productivity.
23G) In one recent study, we examined 360 adolescents' beliefs about the nature of "smartness"-that is, their fixed
24mindsets about intelligence. We then assessed biological stress responses for students whose grades were dropping by
25examining their stress hormones ( 荷尔蒙) . Students who believed that intelligence is fixed-that you are stuck being "not
26smart" if you struggle in school-showed higher levels of stress hormones when their grades were declining at the
27beginning of the ninth grade. If students believed that intelligence could improve-that is to say, when they held more
28of a growth mindset of intelligence-they showed lower levels of stress hormones when their grades were declining. This
29was an exciting result because it showed that the body's stress responses are not determined solely by one's grades.
30Instead, declining grades only predicted worse stress hormones among students who believed that worsening grades were a
31permanent and hopeless state of affairs.
32H) We also investigated the social side of the high school transition. In this study, instead of teaching students that
33their smartness can change, we taught them that their social standing-that is, whether they are bullied or excluded or
34left out-can change overtime. We then looked at highschool students' stress responses to daily social difficulties. That
35is, we taught them a growth mindset about their social lives. In this study, students came into the laboratory and were
36asked to give a public speech in front of upper-year students. The topic of the speech was what makes one popular in
37high school. Following this, students had to complete a difficult mental math task in front of the same upper-year
38students.
39I) Experiment results showed that students who were not taught that people can change showed poor stress responses. When
40these students gave the speech, their blood vessels contracted and their hearts pumped less blood through the body both
41responses that the body shows when it is preparing for damage or defeat after a physical threat. Then they gave worse
42speeches and made more mistakes in math. But when students were taught that people can change, they had better responses
43to stress, in part because they felt like they had the resources to deal with the demanding situation. Students who got
44the growth mindset intervention (干预) showed less-contracted blood vessels and their hearts pumped more blood-both of
45which contributed to more oxygen getting to the brain, and, ultimately, better performance on the speech and mental math
46tasks.
47J) These findings lead to several possibilities that we are investigating further. First, e are working to replicate
48(复制) these findings in more diverse school communities. We want to know in which types of schools and for which kinds of
49students these growth mindset ideas help young people adapt to the challenges of high school. We also hope to learn how
50teachers, parents or school counselors can help students keep their ongoing academic or social difficulties in
51perspective. We wonder what would happen if schools helped to make beliefs about the potential for change and
52improvement a larger feature of the overall school culture, especially for students starting the ninth grade.
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