Yeager et al. (2016) and Fink et al. (2018) found indeterminate effects on enrollment, credit completion, and chemistry final exam scores¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q3–q4
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Yeager et al. (2016), an RCT with 3,837 students in the analytic sample, showed indeterminate effects on full-time enrollment (effect size 0.06, p = .32) and completing 12 or more credits (0.06, p = 0.35). → Growth Mindset Interventions 2022 q3 i? Fink et al. (2018), a compromised RCT with 565 students, showed an indeterminate effect on General Chemistry final exam score (effect size 0.05, p = .57). → 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 · i? · causal · r?

RCT at a public university in Texas with incoming students blocked on SAT score, race and ethnicity, and gender; the WWC calculated effect sizes and p-values using the dichotomous method, characterizing effects as indeterminate because the mean effects are not statistically significant.

"Full time enrollment rate (%) (Yeager et al. 2016)f Growth Mindset vs. comparison 3,837 90.0 89.0 1.00 0.06 +3 .32"

Growth Mindset Interventions 2022 (2)¶

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

q3 · i? · causal · r?

Compromised RCT in a General Chemistry course at a private university, meeting WWC standards with reservations because excluding students who did not participate "compromised the integrity of random assignment"; the effect on final exam score was indeterminate (not statistically significant).

"Final exam score (Fink et al. 2018)d Growth Mindset vs. comparison 565 64.90 (27.30) 63.60 (27.20) 1.30 0.05 +2 .57"

Discussion¶

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