Broda et al. (2018) found indeterminate effects on GPA, full-time enrollment, and credits completed in a large randomized trial¶

Claim · All claims
Evidence · 1 study · causal r? · q4
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? In an RCT with 4,357 students in the analytic sample, effects were indeterminate across all three domains: GPA (effect size 0.05, p = .09), full-time enrollment rate (0.00, p > .99), and college credits completed (0.03, p = 0.41), none statistically significant. → Growth Mindset Interventions 2022

Evidence¶

Growth Mindset Interventions 2022¶

Growth Mindset Interventions. (2022). What Works Clearinghouse Intervention Report, NCEE 2022-006. https://whatworks.ed.gov

q4 · i? · causal · r?

RCT at a public university in Michigan with incoming first-year students blocked on race and ethnicity; the WWC calculated effect sizes and p-values, characterizing the study as having indeterminate effects "because the mean effects are not statistically significant" across academic achievement, college enrollment, and progressing in college.

"Semester grade point average (GPA; Broda et al. 2018)c Growth Mindset vs. comparison 4,357 3.18 (0.75) 3.14 (0.78) 0.04 0.05 +2 .09"

Discussion¶

Related Claims¶

• Growth-mindset interventions have weak average effects on achievement, including a negligible GPA gain (d = 0.11) for lower-achieving US ninth-graders in one preregistered national trial — the general claim this finding bears on, with the studies behind it
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