When delivered by master's students, the intervention additionally improved growth mindsets and standardized math achievement¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2021 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In the master's-student condition only, students came to believe performance in mathematics was driven more by effort and less by talent, and performed better on a standardized math test than control students. → Gaspard 2021

Evidence¶

Gaspard 2021¶

Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology. Advance online publication. https://dx.doi.org/10.1037/edu0000663

q3 · i? · causal · r3

In the cluster-randomized trial, the master's-student condition (28 classes, n = 629) showed additional effects on mindsets (importance of effort vs. talent items) and on a normed 3 min 30 s speed test with Kuder Richardson-20 = .88, relative to waitlist control; the teacher condition did not show these effects.

"When the intervention was delivered by master’s students, the students participating in the intervention also believed that their performance in mathematics was driven more by effort and less by talent, and they performed better on a standardized math test compared with the control group."

Discussion¶

Learner Variables¶

• Mindset — outcome: instruction changes it
• Motivation — outcome: instruction changes it

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 — a broader claim this one bears on
• Growth mindset interventions improve math outcomes, particularly for disadvantaged and high-risk students, but effects depend on a supportive teacher-mindset context — related
• The growth mindset intervention reduced fixed-mindset beliefs among lower-achieving adolescents, with no significant variation in this effect detected across schools — related
• A classroom-delivered relevance intervention raised ninth-graders' utility value at 3-month follow-up in both delivery conditions, despite an average decline in self-reported utility value — related