Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school.
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=3,676). Although the intervention could still be improved even further, the current research provides a model for how to improve and scale interventions that begin to address pressing educational problems. It also provides insight into how to teach a growth mindset more effectively.
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In preparing the intervention to be scalable, the authors revised past growth mindset interventions to focus on the perspectives, concerns and reading levels of ninth-grade students in the United States, through an intensive research and development process that involved interviews, focus groups and randomized pilot experiments with thousands of adolescents.
“In preparing the intervention to be scalable, we revised past growth mindset interventions to focus on the perspectives, concerns and reading levels of ninth-grade students in the United States, through an intensive research and development process that involved interviews, focus groups and randomized pilot experiments with thousands of adolescents13.”
From A national experiment reveals where a growth mindset improves achievement (2019) · cites this paper as [13]
The Pilot’s design-methodology section describes one-on-one meetings, small-group discussions, and revisions based on ninth-graders’ feedback about confusing material; the Abstract reports iterative randomized A/B experiments with about 3,000 participants. But the Pilot’s Method says the rapid A/B experiments primarily used college-aged and older adults, with a final experiment involving high school students. It therefore does not support describing the randomized pilot experiments as involving thousands of adolescents, and it does not explicitly say the revisions targeted reading levels. (LLM, conf=0.88)
Experimental — accuracy not yet measuredMindset is a more important predictor of success for low-income students than for their high-income peers.
“The observation that mindset is a more important predictor of success for low-income students than for their high-income peers is novel, although it is consistent with prior research, which has found that a fixed mindset is more debilitating (and a growth mindset is more protective) when individuals must overcome significant barriers to succeed (13, 14).”
From Growth mindset tempers the effects of poverty on academic achievement (2016) · cites this paper as [14]
The citation supports the sentence’s claim about prior research, not its expressly novel low-income versus high-income observation. The Focus of the Present Investigation reports greater GPA benefits from a growth-mindset intervention for lower-achieving students, and Study 2’s Results find the same pattern. Those passages do not establish that fixed mindset is more debilitating across the broader range of significant barriers described in the citing sentence. (LLM, conf=0.82)
Experimental — accuracy not yet measuredGrowth mindset plays a causal role in achievement, as shown by prior field experiments including two blinded, randomized, controlled studies conducted with over 1,500 participants each.
“Additionally, a number of field experiments have now shown that growth mindset plays a causal role in achievement.”
From Growth mindset tempers the effects of poverty on academic achievement (2016) · cites this paper as [14]
The Focus of the Present Investigation describes a double-blind, randomized study of more than 1,500 high-school students that improved grades among lower achievers. This paper’s Study 2 Methods and Results report a separate randomized experiment with 3,676 students and grade benefits concentrated among lower achievers. The copy says researchers coding courses were blind to condition, but does not establish that Study 2 was a blinded trial in the same sense as the prior study; the claim’s description of two blinded studies is therefore not fully supported. (LLM, conf=0.84)
Experimental — accuracy not yet measuredA growth mindset of intelligence intervention addresses adolescents' beliefs about the nature of intelligence, leading them to see intellectual abilities as capable of growth in response to dedicated effort, trying new strategies and seeking help.
“The specific intervention evaluated here—a growth mindset of intelligence intervention—addresses the beliefs of adolescents about the nature of intelligence, leading students to see intellectual abilities not as fixed but as capable of growth in response to dedicated effort, trying new strategies and seeking help when appropriate12–16.”
From A national experiment reveals where a growth mindset improves achievement (2019) · cites this paper as [13]
Previous randomized evaluations, including a pre-registered replication, found that online growth mindset interventions improved grades for lower-achieving secondary students.
“Nonetheless, previous randomized evaluations, including a pre-registered replication, found that online growth mindset interventions improved grades for the targeted group of students in secondary education who previously showed lower achievement13,16,18.”
From A national experiment reveals where a growth mindset improves achievement (2019) · cites this paper as [13]
Growth mindset is a belief that is potentially amenable to change.
“Importantly, it is also a belief that is potentially amenable to change (10–14).”
From Growth mindset tempers the effects of poverty on academic achievement (2016) · cites this paper as [14]
Targeted interventions can help students start to develop a growth mindset and can lead to higher achievement for students facing greater adversity.
“These field experiments, including two blinded, randomized, controlled studies conducted with over 1,500 participants each, have shown that targeted interventions can help students start to develop a growth mindset and that such interventions can lead to higher achievement for students facing greater adversity (10–14).”
From Growth mindset tempers the effects of poverty on academic achievement (2016) · cites this paper as [14]
Growth mindset items sometimes create an acquiescence bias.
“We chose fixed mindset items rather than growth mindset items because growth items sometimes create an acquiescence bias.”
From Growth mindset tempers the effects of poverty on academic achievement (2016) · cites this paper as [14]
The Study 1 Method describes the fixed-mindset items used to assess students, but does not explain that choice as a response to acquiescence bias. Searches for acquiescence bias and a tendency to agree with growth-mindset items found no passage addressing that rationale in our copy. (LLM, conf=0.72)
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Upgrading Education with Technology: Insights from Experimental Research
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Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents
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Increasing perseverance in math: Evidence from a field experiment in Norway
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Self-citationPredicting key educational outcomes in academic trajectories: a machine-learning approach
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Expanding minds: Growth mindsets of self-regulation and the influences on effort and perseverance
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The Fresh Start Mindset: Transforming Consumers’ Lives
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Belonging in general chemistry predicts first-year undergraduates’ performance and attrition
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Intellectual humility predicts mastery behaviors when learning
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Self-citationGrowth mindset is not associated with scholastic aptitude in a large sample of university applicants
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An online growth mindset intervention in a sample of rural adolescent girls
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Self-citationFeedback-seeking behavior in second language writing: motivational mechanisms
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Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions
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Social identity mapping online.
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Reading intervention with a growth mindset approach improves children’s skills
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“Interventions for Reducing Expressions of the IP This research suggests that interventions aimed at reducing the personnel consequences of the IP in the career and work context should focus on implementing a growth mindset (Yeager et al., 2016).”
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Conceptual Issues and Assessment of Implicit Theories
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Do Mindsets Shape Students’ Well-Being and Performance?
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Self-citationStudent Coaching: How Far Can Technology Go?
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Assessing interpretations of experienced ease and difficulty as motivational constructs.
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The Choice to Make a Difference
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Understanding Student Self-Reports of Academic Performance and Course-Taking Behavior
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A systematic review of growth mindset intervention implementation strategies
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- Authors
- 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.
- Affiliations
- The University of Texas at Austin (US)
- Stanford University (US)
- University of Virginia (US)
- Michigan State University (US)
- ICF International (United States) (US)
- ORCID
- Venue
- Journal of Educational Psychology
- Published
- 2016-04
- Volume
- 108
- Issue
- 3
- Pages
- 374-391
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- PMC
- PMC4981081
- OpenAlex
- W2508466548
- Cited by
- 691
- References
- 76
- Citations by year
- 2026: 40 · 2025: 56 · 2024: 68 · 2023: 66 · 2022: 99 · 2021: 85 · 2020: 97 · 2019: 79 · 2018: 51 · 2017: 36 · 2016: 13
- FWCI
- 93.82
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Educational Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- National University of Singapore (submittedVersion)
- Seoul National University Open Repository (Seoul National University) (submittedVersion)
- Funders
- Spencer Foundation
- William T. Grant Foundation
- Bezos Foundation
- Houston Endowment
- Character Lab
- Stanford University
- Center for Advanced Study in the Behavioral Sciences
- Topics
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- design thinking, growth mindset, psychological intervention, transition to high school, scaling up interventions
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