Cross-school variability in the GPA treatment effect was significant while variability in the mindset treatment effect was not¶

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 mixed-effects model found no significant variability across schools in the treatment effect on self-reported mindsets, but significant variability in the effect on GPAs among lower-achieving students. → 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

Pre-registered heterogeneity analysis in the national experiment. Mindset effects were homogeneous across schools (P = 0.714), which the article reads as high fidelity, while GPA effects varied significantly (P = 0.038); no standardized effect size is printed for either heterogeneity test.

"a mixed-effects model found no significant variability in the treatment effect on self-reported mindsets across schools (unstandardized τ =.ˆ 00 8, Q64 = 57.2, P = 0.714), whereas significant variability was found in the effect on GPAs among lower-achieving students across schools (unstandardized τ =.ˆ 00 9, Q64 = 85.5, P = 0.038)"

Discussion¶

Related Claims¶

• GPA treatment effects among lower-achieving students were smaller in higher-achieving schools (moderation by school achievement level) — related
• GPA treatment effects among lower-achieving students were larger in schools whose peer norms supported challenge-seeking — related
• 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
• A short online growth mindset intervention improved ninth-grade core-course GPAs among lower-achieving students in a nationally representative US sample — related
• The growth mindset intervention increased tenth-grade advanced mathematics course enrolment overall, with larger gains in the highest-achieving schools — related
• Brief online growth-mindset interventions produce modest academic gains concentrated among students at risk of underperformance — related
• Growth-mindset intervention gains varied by school context, being greatest where peer norms favored seeking challenge and in lower-achieving schools — related