The intervention's effect on math/science course interest and grades was tested as a main effect and as moderated by math/science identity¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The preregistered analysis plan tested the intervention effect on math/science course interest and grades both as a main effect of treatment condition and via a condition x math/science identity interaction. → Paul A. O'Keefe 2024
Evidence¶
Paul A. O'Keefe 2024¶
Paul A. O'Keefe, E. J. Horberg, Carol S. Dweck and Gregory M. Walton. (2024). A Growth Theory of Interest Intervention Increases Interest in Math and Science Coursework Among Liberal Arts Undergraduates. https://tinyurl.com/2yjm7rf9
q3 · i? · causal · r?
The disclosure's preregistration explanation states the analysis plan: the "pre-registered hypothesized effect of the intervention on math /science course interest and grades" was analyzed as a main effect and as a condition x math/science identity interaction. No outcome statistics are printed here.
"our pre-registered hypothesized effect of the intervention on math /science course interest and grades could manifest as a main effect of treatment condition or specifically for students whose math/science identity was particularly low. Therefore, we analyzed the main effect of treatment condition as well as the condition x math/science identity interaction."
Discussion¶
Related Claims¶
- A growth theory of interest intervention increases interest in math and science coursework among liberal arts undergraduates — related
- The targeted sample's math/science identity was low on average but showed variability, motivating the moderation analysis — 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 — a broader claim this one bears on
- Brief online growth-mindset interventions produce modest academic gains concentrated among students at risk of underperformance — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
interest-intervention-effect-tested-main-effect-and-identity-moderation |
title |
The intervention's effect on math/science course interest and grades was tested as a main effect and as moderated by math/science identity |
description |
The intervention's effect on math/science course interest and grades was tested as a main effect and as moderated by math/science identity |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — paul-a-okeefe-2024 |
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