Suh et al. (2019) found a positive but non-significant effect on course passing rate (effect size 0.80) and a negative non-significant effect on final exam score¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q4 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i3 In a cluster RCT, the intervention group's course passing rate exceeded the laughter/stress comparison group's (64.8 vs 32.8, effect size 0.80, improvement index +29), but was not statistically significant (p = .17). → Growth Mindset Interventions 2022 q4 i? The same study's final exam score slightly favored the comparison group (effect size -0.04, improvement index -2, p = .94), a non-significant negative finding. → Growth Mindset Interventions 2022 (2)

Evidence¶

Growth Mindset Interventions 2022¶

Growth Mindset Interventions. (2022). What Works Clearinghouse Intervention Report, NCEE 2022-006. https://whatworks.ed.gov

q4 · i3 · causal · r?

Cluster randomized controlled trial in seven sections of a developmental mathematics course at a public four-year university in Indiana; the printed effect size is 0.80 (improvement index +29, p = .17), and the WWC applied clustering and multiple-comparison corrections, characterizing the effect as potentially positive because the mean effect size is ≥ 0.25 but not statistically significant.

"Course passing rate (%) (Suh et al. 2019)e Growth Mindset vs. laughter/stress 155 64.8 32.8 32.0 0.80 +29 .17"

Growth Mindset Interventions 2022 (2)¶

Growth Mindset Interventions. (2022). What Works Clearinghouse Intervention Report, NCEE 2022-006. https://whatworks.ed.gov

q4 · i? · causal · r?

The same study's final exam analysis included 54 intervention and 20 comparison students; the mean difference of -0.56 favored the comparison group with effect size -0.04 and p = .94, characterized as indeterminate.

"Final exam score (Suh et al. 2019)e Growth Mindset vs. laughter/stress 74 73.68 (12.58) 74.24 (15.08) -0.56 -0.04 -2 .94"

Discussion¶

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 — the general claim this finding bears on, with the studies behind it
• OLI has mixed effects on academic achievement among postsecondary students — related
• OLI has potentially positive effects on credit accumulation and persistence among postsecondary students — related