In Study 1, the revised intervention reduced self-reported fixed mindset more than the original intervention¶

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

Subclaims¶

q3 i? The revised intervention produced a larger pre-to-post reduction in self-reported fixed mindset (Δ=−0.48) than the original intervention (Δ=−0.22), both significant. → 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 · i? · causal · r2

In the same 7,501-student randomized comparison, three-item fixed mindset scales were administered at Time 1 and Time 2 (α=.74). The revised group changed "Δ =−0.48 scale point (out of 6)" versus −0.22 for the original group; both p<.001 and significantly different. No effect size printed.

"The original mindset group showed a change score of Δ =−0.22 scale points (out of 6), as compared to Δ =−0.48 scale point (out of 6) for the revised mindset group. Both change scores were significant at p<.001, and they were significantly different from one another"

Discussion¶

Learner Variables¶

• Mindset — outcome: instruction changes it

Related Claims¶

• 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 growth mindset intervention reduced choosing easy over hard math problems more than the original intervention (d=.19) — 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) — 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