In Study 1, the revised intervention reduced hypothetical choice of the easy math assignment from 60% to 51% relative to the original (d=.19)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The revised intervention reduced the proportion choosing the easy extra-credit assignment versus the hard one from 60% to 51% compared with the original intervention (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

Secondary analysis in the same Study 1 sample used a dichotomous hypothetical extra-credit choice based on Mueller and Dweck (1998). The revised condition showed "from 60% to 51%" choosing the easy assignment, logistic regression Z=7.951, d=.19 — a small printed effect size.

"Compared to the original mindset intervention, the revised mindset intervention reduced the proportion of students saying they would choose the “easy” math homework assignment versus the “hard” assignment from 60% to 51%, logistic regression Z=7.951, p<.001, d=.19."

Discussion¶

Related Claims¶

• 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 growth mindset intervention reduced choosing easy over hard math problems more than the original intervention (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
• 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