GPA treatment effects among lower-achieving students were larger in schools whose peer norms supported challenge-seeking¶

Claim · All claims
Evidence · 1 study · causal r3 · q4 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 The intervention × behavioural challenge-seeking norms interaction was positive for GPA among lower-achieving adolescents, β = 0.23, P = 0.029. → 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 · i2 · causal · r3

Peer norms measured via the make-a-math-worksheet challenge-seeking task aggregated from control-group students at the school level; standardized β = 0.23 (a medium standardized coefficient). Combined CATEs in low/medium-achieving schools were 0.14–0.18 grade points at the third and fourth norm quartiles.

"the intervention produced a greater difference in end-of-year GPAs relative to the control group when the behavioural norm that surrounded students was supportive of the growth mindset belief system, B = 0.11 (95% confidence interval = 0.01, 0.21), s.e. = 0.05, z = 2.18, n = 6,320, k = 65, P = 0.029, β = 0.23"

Discussion¶

Related Claims¶

• Cross-school variability in the GPA treatment effect was significant while variability in the mindset treatment effect was not — 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
• GPA treatment effects among lower-achieving students were smaller in higher-achieving schools (moderation by school achievement level) — related
• A short online growth mindset intervention improved ninth-grade core-course GPAs among lower-achieving students in a nationally representative US sample — a broader claim this one bears on
• Brief online growth-mindset interventions produce modest academic gains concentrated among students at risk of underperformance — related
• The growth mindset intervention reduced fixed-mindset beliefs among lower-achieving adolescents, with no significant variation in this effect detected across schools — related
• Growth-mindset intervention gains varied by school context, being greatest where peer norms favored seeking challenge and in lower-achieving schools — a broader claim this one bears on