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.
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“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.
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“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.
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“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]
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“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.
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“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]
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“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]
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“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]
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“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]
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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
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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
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