The DOI matches its Crossref record; 76 of the 76 references it cites were found in a registry or an index.
Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school.
Open accessAbstract
=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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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]
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“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]
The cited source says what the claim attributes to it.
In the citing paper
“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]
The cited source says what the claim attributes to it.
In the citing paper
“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]
The cited source says what the claim attributes to it.
In the citing paper
“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]
The check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“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]
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
(1968) · Medical Entomology and Zoology · Cited by 15,136
Why Most Published Research Findings Are False
Ioannidis, J. P. A. (2005) · PLoS Medicine · doi:10.1371/journal.pmed.0020124 · Cited by 10,505
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Self-citationEstimating the reproducibility of psychological science
Open Science Collaboration (2015) · Science · doi:10.1126/science.aac4716 · Cited by 8,515
Mindset: The New Psychology of Success
(2006) · Choice Reviews Online · doi:10.5860/choice.44-2397 · Cited by 7,804
Reassembling the social: An introduction to actor‐network‐theory
Turnbull, J. (2008) · New Zealand Geographer · doi:10.1111/j.1745-7939.2008.00151_4.x · Cited by 7,646
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011) · Psychological Science · doi:10.1177/0956797611417632 · Cited by 6,567
(1999) · Cited by 6,308
Self-citationImplementation intentions: Strong effects of simple plans.
Gollwitzer, P. M. (1999) · American Psychologist · doi:10.1037/0003-066x.54.7.493 · Cited by 5,478
A Theory of Psychological Reactance
Torrance, E. P., & Brehm, J. W. (1968) · The American Journal of Psychology · doi:10.2307/1420824 · Cited by 4,758
Why Most Published Research Findings Are False
Ioannidis, J. P. A. (2005) · CHANCE · doi:10.1080/09332480.2005.10722754 · Cited by 4,702 · cited 1×
“Replication efforts are important for cumulative science (Funder et al., 2014; Lehrer, 2010; Open Science Collaboration, 2015; Schooler, 2011, 2014; Schimmack, 2012; Simmons et al., 2011; Pashler & Wagenmakers, 2012; also see Ioannidis, 2005).”
BackgroundHandbook of Competence and Motivation
Elliot, A. J., & Dweck, C. S. (2013) · Cited by 4,671
Self-citationA 2 × 2 achievement goal framework.
Elliot, A. J., & McGregor, H. A. (2001) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.80.3.501 · Cited by 3,953
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784
Self-citationDevelopment and validation of the short grit scale (grit-s)
Duckworth, A. L., & Quinn, P. D. (2009) · Journal of Personality Assessment · doi:10.1080/00223890802634290 · Cited by 3,376
(2011) · Cited by 3,330
Cialdini, R. B., Kallgren, C. A., & Reno, R. R. (1991) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(08)60330-5 · Cited by 3,143
The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring
BLOOM, B. S. (1984) · Educational Researcher · doi:10.3102/0013189x013006004 · Cited by 2,734 · cited 1×
“Future interventions might do well to capitalize further on the wealth of knowledge of expert tutors, who constitute one of the most powerful educational interventions (Bloom, 1984).”
BackgroundYeager, D. S., & Dweck, C. S. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.722805 · Cited by 2,334
Self-citationThe person and the situation: perspectives of social psychology
(1992) · Choice Reviews Online · doi:10.5860/choice.29-3604 · Cited by 2,205
A question of belonging: Race, social fit, and achievement.
Walton, G. M., & Cohen, G. L. (2007) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.92.1.82 · Cited by 2,163
Self-citationA Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
Walton, G. M., & Cohen, G. L. (2011) · Science · doi:10.1126/science.1198364 · Cited by 1,992 · cited 3×
“This is a “saying-is-believing” exercise (E. Aronson, 1999; J. Aronson et al., 2002; Walton & Cohen, 2011; Walton, 2014).”
BackgroundSelf-citationAronson, J., Fried, C. B., & Good, C. (2002) · Journal of Experimental Social Psychology · doi:10.1006/jesp.2001.1491 · Cited by 1,889
What Is Design Thinking and Why Is It Important?
Razzouk, R., & Shute, V. J. (2012) · Review of Educational Research · doi:10.3102/0034654312457429 · Cited by 1,752
Praise for intelligence can undermine children's motivation and performance.
Mueller, C. M., & Dweck, C. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.1.33 · Cited by 1,709 · cited 4×
“Participants were presented with the following scenario, based on a measure in Mueller and Dweck (1998): “Imagine that, later today or tomorrow, your math teacher hands out two extra credit assignments.”
BackgroundMethodInfluentialSelf-citationStrangers to ourselves: discovering the adaptive unconscious
(2003) · Choice Reviews Online · doi:10.5860/choice.40-3712 · Cited by 1,642
One Hundred Years of Social Psychology Quantitatively Described
Richard, F. D., Bond, C. F., & Stokes-Zoota, J. J. (2003) · Review of General Psychology · doi:10.1037/1089-2680.7.4.331 · Cited by 1,558
Group decision and social change.
Lewin, K. (2004) · American Psychological Association eBooks · doi:10.1037/10319-010 · Cited by 1,424
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013) · Psychological Bulletin · doi:10.1037/a0029531 · Cited by 1,367
Social-Psychological Interventions in Education: They’re Not Magic
Yeager, D. S., & Walton, G. M. (2011) · Review of Educational Research · doi:10.3102/0034654311405999 · Cited by 1,345
Self-citationPashler, H., & Wagenmakers, E. (2012) · Perspectives on Psychological Science · doi:10.1177/1745691612465253 · Cited by 1,321
The Psychology of Change: Self-Affirmation and Social Psychological Intervention
Cohen, G. L., & Sherman, D. K. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115137 · Cited by 1,302 · cited 3×
“…1985; Yeager, Purdie-Vaughns, et al., 2014), and helps test the theoretically predicted finding that the intervention is beneficial by stopping a recursive process by which poor performance begets worse performance over time (Cohen et al., 2009; see Cohen & Sherman, 2014; Yeager & Walton, 2011).”
BackgroundPromoting Interest and Performance in High School Science Classes
Hulleman, C. S., & Harackiewicz, J. M. (2009) · Science · doi:10.1126/science.1177067 · Cited by 1,220 · cited 4×
“First, it is thought to make the information (in this case, about the brain and its ability to grow) more self-relevant, which may make it easier to recall (Bower & Gilligan, 1979; Hulleman & Harackiewicz, 2009; Lord, 1980).”
BackgroundMethodInfluentialSelf-citationKuncel, N. R., Credé, M., & Thomas, L. L. (2005) · Review of Educational Research · doi:10.3102/00346543075001063 · Cited by 1,137
Good, C., Aronson, J., & Inzlicht, M. (2003) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2003.09.002 · Cited by 1,096
Reducing the racial achievement gap: A social-psychological intervention
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006) · Science · doi:10.1126/science.1128317 · Cited by 1,073
Duckworth, A. L., & Yeager, D. S. (2015) · Educational Researcher · doi:10.3102/0013189x15584327 · Cited by 993
Self-citationMind-Set Interventions Are a Scalable Treatment for Academic Underachievement
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015) · Psychological Science · doi:10.1177/0956797615571017 · Cited by 981
Self-citationA New Look at Dissonance Theory
Cooper, J., & Fazio, R. H. (1984) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(08)60121-5 · Cited by 928
Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009) · Science · doi:10.1126/science.1170769 · Cited by 800 · cited 4×
“…1985; Yeager, Purdie-Vaughns, et al., 2014), and helps test the theoretically predicted finding that the intervention is beneficial by stopping a recursive process by which poor performance begets worse performance over time (Cohen et al., 2009; see Cohen & Sherman, 2014; Yeager & Walton, 2011).”
BackgroundResultInfluentialMotivation to Learn: From Theory to Practice
Stipek, D. J. (1992) · Medical Entomology and Zoology · Cited by 797
Stephens, N. M., Hamedani, M. G., & Destin, M. (2014) · Psychological Science · doi:10.1177/0956797613518349 · Cited by 708 · cited 2×
“We were concerned that the notion that you can grow your intelligence would perhaps be perceived as too “independent,” and threaten the more communal, interdependent values that many students might emphasize, especially students from working class backgrounds and some racial/ethnic minority groups (Fryberg, Covarrubia…”
BackgroundThe new science of wise psychological interventions
Walton, G. M. (2014) · Current Directions in Psychological Science · doi:10.1177/0963721413512856 · Cited by 655
Self-citationCreative Confidence: Unleashing the Creative Potential Within Us All
Kelley, T. A., & Kelley, D. H. (2013) · Cited by 649
Robins, R. W., & Pals, J. L. (2002) · Self and Identity · doi:10.1080/15298860290106805 · Cited by 644
An experimental analysis of self-persuasion
Bem, D. J. (1965) · Journal of Experimental Social Psychology · doi:10.1016/0022-1031(65)90026-0 · Cited by 632
Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S. K., Spitzer, B., & Duckworth, A. L. (2014) · Journal of Personality and Social Psychology · doi:10.1037/a0037637 · Cited by 570
Self-citationStudying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College
Treisman, P. U. (1992) · College Mathematics Journal · doi:10.1080/07468342.1992.11973486 · Cited by 565
Experimentation in social psychology.
Aronson, E., Wilson, T. D., & Brewer, M. B. (1998) · Cited by 519
Aronson, E. (1999) · American Psychologist · doi:10.1037/h0088188 · Cited by 458
The ironic effect of significant results on the credibility of multiple-study articles.
Schimmack, U. (2012) · Psychological Methods · doi:10.1037/a0029487 · Cited by 455
How warnings about false claims become recommendations
Skurnik, I., Yoon, C., Park, D. C., & Schwarz, N. (2005) · Journal of Consumer Research · doi:10.1086/426605 · Cited by 446
Remembering information related to one's self
Bower, G. H., & Gilligan, S. G. (1979) · Journal of Research in Personality · doi:10.1016/0092-6566(79)90005-9 · Cited by 443
Yeager, D. S., Purdie-Vaughns, V. J., Garcia, J., Apfel, N. H., Brzustoski, P., Master, A., Hessert, W. T., Williams, M. E., & Cohen, G. L. (2013) · Journal of Experimental Psychology General · doi:10.1037/a0033906 · Cited by 434
Self-citationCohen, G. L., & Prinstein, M. J. (2006) · Child Development · doi:10.1111/j.1467-8624.2006.00913.x · Cited by 392
Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014) · Journal of Personality and Social Psychology · doi:10.1037/a0036335 · Cited by 389
Self-citationUnpublished results hide the decline effect
Schooler, J. W. (2011) · Nature · doi:10.1038/470437a · Cited by 335
Improving the Dependability of Research in Personality and Social Psychology
Funder, D. C., Levine, J. M., Mackie, D. M., Morf, C. C., Sansone, C., Vazire, S., & West, S. G. (2013) · Personality and Social Psychology Review · doi:10.1177/1088868313507536 · Cited by 299
Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors.
Lepper, M. R., Woolverton, M., Mumme, D. L., & Gurtner, J. (1993) · Cited by 293
Improving the academic performance of college freshmen: Attribution therapy revisited.
Wilson, T. D., & Linville, P. W. (1982) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.42.2.367 · Cited by 290
Self-Theories: Their Role in Motivation, Personality, and Development. Essays in Social Psychology.
Dweck, C. S. (2000) · Cited by 285
Self-citationImproving the performance of college freshmen with attributional techniques.
Wilson, T. D., & Linville, P. W. (1985) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.49.1.287 · Cited by 226
Lepper, M. R., & Woolverton, M. (2002) · Improving Academic Achievement · doi:10.1016/b978-012064455-1/50010-5 · Cited by 180
Schemas and images as memory aids: Two modes of processing social information.
Lord, C. G. (1980) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.38.2.257 · Cited by 161
Hasebe, Y., Nucci, L. P., & Nucci, M. S. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00708.x · Cited by 152
Addressing Achievement Gaps with Psychological Interventions
Yeager, D. S., Walton, G. M., & Cohen, G. L. (2013) · Phi Delta Kappan · doi:10.1177/003172171309400514 · Cited by 148
Self-citationHenderson, V. L., & Dweck, C. S. (2024) · Rowman & Littlefield Publishers eBooks · doi:10.5040/9798216424635.ch-002 · Cited by 147
Self-citationDomain‐specific impulsivity in school‐age children
Tsukayama, E., Duckworth, A. L., & Kim, B. Y. S. (2013) · Developmental Science · doi:10.1111/desc.12067 · Cited by 116
Hanselman, P., Bruch, S. K., Gamoran, A., & Borman, G. D. (2014) · Sociology of Education · doi:10.1177/0038040714525970 · Cited by 110
What to Do when Data Are Missing in Group Randomized Controlled Trials. NCEE 2009-0049.
Puma, M. J., Olsen, R. B., Bell, S. H., & Price, C. S. (2009) · National Center for Education Evaluation and Regional Assistance · Cited by 99
Support a Science of Performance Improvement
Bryk, A. S. (2009) · Phi Delta Kappan · doi:10.1177/003172170909000815 · Cited by 88
Fryberg, S. A., Covarrubias, R., & Burack, J. A. (2013) · School Psychology International · doi:10.1177/0143034312446892 · Cited by 75
Autonomy and the personal: Negotiation and social reciprocity in adult-child social exchanges
Nucci, L. P., Killen, M., & Smetana, J. G. (1996) · New Directions for Child and Adolescent Development · doi:10.1002/cd.23219967303 · Cited by 66
Stealth Interventions for Obesity Prevention and Control
Robinson, T. N. (2010) · Obesity Prevention · doi:10.1016/b978-0-12-374387-9.00025-8 · Cited by 64
Turning the Lens of Science on Itself
Schooler, J. W. (2014) · Perspectives on Psychological Science · doi:10.1177/1745691614547878 · Cited by 26
Flagged first, then by citations
Research works printed but not linked: 2
- Kohavi R Longbotham R 2015 Online controlled experiments and A/B tests Sammut C Webb G Encyclopedia of Machine Learning and Data Mining NY, NY Springer
- McCannon CJ Schall MW Perla RJ 2008 Planning for Scale: A Guide for Designing Large-Scale Improvement Initiatives IHI Innovation Series white paper Cambridge, Massachusetts Institute for Healthcare Improvement
Cited by
Sorted by citations
A national experiment reveals where a growth mindset improves achievement
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., et al. (2019) · Nature · doi:10.1038/s41586-019-1466-y · Cited by 1,513
“Neither the self-reported mindsets, reported below, nor self-reported challenge-seeking, which is a single item reported in Yeager et al., 2016 and not discussed here for parsimony), showed significant variability.”
BackgroundSelf-citationMindsets: A View From Two Eras
Dweck, C. S., & Yeager, D. S. (2019) · Perspectives on Psychological Science · doi:10.1177/1745691618804166 · Cited by 1,259
Self-citationWhat can be learned from growth mindset controversies?
Yeager, D. S., & Dweck, C. S. (2020) · American Psychologist · doi:10.1037/amp0000794 · Cited by 868
Self-citationGrowth mindset tempers the effects of poverty on academic achievement
Claro, S., Paunesku, D., & Dweck, C. S. (2016) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1608207113 · Cited by 831
Self-citationInterest Matters: The Importance of Promoting Interest in Education
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732216655542 · Cited by 695
Metadata
- 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 › Developmental and Educational 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
