In Study 1, the revised growth mindset intervention reduced choosing easy over hard math problems more than the original intervention (d=.19)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2016 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · 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 i0 Compared to the original intervention, the revised intervention led 9th graders to choose fewer easy relative to hard math problems on the Make-a-Math-Worksheet task (d=.19). → Yeager 2016
Evidence¶
Yeager 2016¶
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., Roberts, A., Trott, J., Greene, D., Walton, G. M., & Dweck, C. S. (2016). Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School. Journal of Educational Psychology, 108(3), 374–391. https://doi.org/10.1037/edu0000098
q3 · i0 · causal · r2
Randomized comparison of revised vs. original mindset interventions among 7,501 9th graders in 69 U.S. and Canadian high schools, with challenge-seeking measured by the Make-a-Math-Worksheet task. The revised condition showed "4.62 more easy than hard vs. 2.42 more easy than hard," t(6884)=8.03, d=.19 — a small printed effect size.
"Compared to the original growth mindset intervention, the revised growth mindset intervention reduced the tendency to choose more easy than hard math problems, 4.62 more easy than hard vs. 2.42 more easy than hard, a significant difference, t(6884)=8.03, p<.001, d=.19."
Discussion¶
Learner Variables¶
- Motivation — outcome: instruction changes it
Related Claims¶
- In Study 1, measured fixed mindset correlated with fixed-trait attributions (r=.28), performance avoidance goals (r=.23), and hypothetical easy-problem choice (r=.12) — related
- In Study 1, students rated the revised intervention as more interesting and more informative than the original intervention — related
- In Study 1, the revised intervention reduced fixed-trait attributions and performance-avoidance goals relative to the original, with small effects — related
- In Study 1, the revised intervention reduced hypothetical choice of the easy math assignment from 60% to 51% relative to the original (d=.19) — possibly the same claim (merge candidate)
- In Study 1, the revised intervention reduced self-reported fixed mindset more than the original intervention — related
- Growth mindset interventions improve math outcomes, particularly for disadvantaged and high-risk students, but effects depend on a supportive teacher-mindset context — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
revised-mindset-intervention-greater-challenge-seeking-study1 |
title |
In Study 1, the revised growth mindset intervention reduced choosing easy over hard math problems more than the original intervention (d=.19) |
description |
In Study 1, the revised growth mindset intervention reduced choosing easy over hard math problems more than the original intervention (d=.19) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yeager-2016 |
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