Design-thinking methodology for improving and scaling psychological interventions¶
Research Method · All research methods
Evidence · 2 claims (2 for) · 1 study (1 causal),q2· 1 of 1 report an effect size · 2 claims rest on one study
Description¶
The article formalizes a methodology for preparing psychological interventions to be scaled, combining two design traditions. User-centered design privileges the user's subjective perspective via qualitative methods and prototypes, because "users may be excellent reporters on what they dislike or are confused by." A/B testing supplies "low-cost, short-term, large-sample, random-assignment experiments to test revisions to intervention content." The methodology was applied to redesign a growth mindset intervention for students transitioning to high school, then evaluated in two experimental studies.
Accounts¶
- Design-thinking methodology for improving and scaling psychological interventions: user-centered qualitative inquiry plus rapid randomized A/B testing: The article formalizes a methodology for preparing psychological interventions to be scaled, combining two design traditions. User-centered design privileges the user's subjective perspective via qualitative methods and prototypes, because "users may be excellent reporters on what they dislike or are confused by." A/B testing supplies "low-cost, short-term, large-sample, random-assignment experiments to test revisions to intervention content." The methodology was applied to redesign a growth mindset intervention for students transitioning to high school, then evaluated in two experimental studies. (Yeager et al. (2016))
Claims¶
- In the pilot A/B experiments, indirect framing outperformed direct framing, refuting the fixed mindset backfired for strong fixed-mindset holders, and celebrity endorsements increased adoption [+M]
- In Study 1, the revised growth mindset intervention reduced choosing easy over hard math problems more than the original intervention (d=.19) [+M]
Related Research Methods¶
-
Key Sources¶
- 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
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
design-thinking-methodology-for-improving-and-scaling-psychological-interventions |
title |
Design-thinking methodology for improving and scaling psychological interventions |
description |
The article formalizes a methodology for preparing psychological interventions to be scaled, combining two design traditions. |
status |
review |
generated |
by process:settle-candidates on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.