The intervention improves focus-related mindsets, self-efficacy, and (in Study 1) emotion regulation¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In both studies, students reported higher growth mindset about focus and greater self-efficacy in knowing how to improve it from pre-test to post-test. → Michael D. Mrazek 2026 q2 i? In Study 1, students reported higher emotion regulation via cognitive reappraisal from pre-test to post-test. → Michael D. Mrazek 2026 (2)

Evidence¶

Michael D. Mrazek 2026¶

Michael D. Mrazek, Dustyn S. Ransom, Amy R. Texter, Calvin V. Tower, Bryce A. Rutila, Thomas F. Kennedy, Elijah J. Woodson, Jonathan W. Schooler, Alissa J. Mrazek. (2026). Theory-driven design and validation of a tool to enhance academic focus. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10730-y

q2 · i? · design · r3

Study 1 pre-post survey analysis found growth mindset and self-efficacy gains (Table 1: SMD = 0.30 and 0.58, p < .001), replicated in Study 2 (Table 2: SMD = 0.34 and 0.60). These outcomes replicated hypotheses from prior course-only research.

"From pre-test to post-test, students reported a higher growth mindset regarding their ability to focus and felt greater self-efficacy in knowing how to improve this ability (Table 1)."

Michael D. Mrazek 2026 (2)¶

Michael D. Mrazek, Dustyn S. Ransom, Amy R. Texter, Calvin V. Tower, Bryce A. Rutila, Thomas F. Kennedy, Elijah J. Woodson, Jonathan W. Schooler, Alissa J. Mrazek. (2026). Theory-driven design and validation of a tool to enhance academic focus. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10730-y

q2 · i? · design · r3

Study 1 measured emotion regulation with the ERQ-CA cognitive reappraisal subscale; Table 1 reports b = 0.20, p < .001, SMD = 0.24. The ERQ was removed in Study 2 to shorten the survey, so this outcome was not replicated.

"From pre-test to post-test, students reported higher levels of emotional regulation via reappraisal (Table 1)."

Discussion¶

Related Claims¶

• Classroom focus improves from pre-test to post-test among students who initially focus less than they ideally should — related
• Students showed a large, statistically significant increase in engagement from pre- to post-intervention in the 5-week Mindsets program (d ≈ 1.11) — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — a broader claim this one bears on
• 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 — related
• Middle school SEL shows normative decline in self-efficacy and self-management but an increase in growth mindset — related