The growth mindset intervention increased tenth-grade advanced mathematics course enrolment overall, with larger gains in the highest-achieving schools¶

Claim · All claims
Evidence · 1 study · causal r3 · q4
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? A positive intervention × school achievement level interaction emerged for enrolment, opposite in direction to the GPA interaction. → Yeager 2019

Evidence¶

Yeager 2019¶

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., Hahn, P. R., Gopalan, M., Mhatre, P., Ferguson, R., Duckworth, A. L. & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature 573. https://doi.org/10.1038/s41586-019-1466-y

q4 · i? · causal · r3

Within the highest-achieving 25% of schools the enrolment increase was 4 percentage points (t = 2.37, P = 0.018) versus 2 points in the lower 75% (t = 2.00, P = 0.045). The article notes an exclusive GPA focus "would have obscured intervention benefits" in higher-achieving schools; the unstandardized B = 0.04 is not standardized, so no magnitude is coded.

"we discovered a positive intervention × school achievement level (continuous) interaction, ( B = 0.04 (95% confidence interval = 0.00, 0.08), s.e. = 0.02, z = 2.26, P = 0.024, the opposite of what we found for core course GPAs"

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 — related
• Growth mindset interventions improve math outcomes, particularly for disadvantaged and high-risk students, but effects depend on a supportive teacher-mindset context — related
• Broda et al. (2018) found indeterminate effects on GPA, full-time enrollment, and credits completed in a large randomized trial — related
• Yeager et al. (2016) and Fink et al. (2018) found indeterminate effects on enrollment, credit completion, and chemistry final exam scores — related
• A short online growth mindset intervention improved ninth-grade core-course GPAs among lower-achieving students in a nationally representative US sample — related
• GPA treatment effects among lower-achieving students were smaller in higher-achieving schools (moderation by school achievement level) — related
• Brief online growth-mindset interventions produce modest academic gains concentrated among students at risk of underperformance — related
• Cross-school variability in the GPA treatment effect was significant while variability in the mindset treatment effect was not — related