期刊
JOURNAL OF EDUCATIONAL PSYCHOLOGY
卷 108, 期 3, 页码 374-391出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/edu0000098
关键词
adolescence; growth mindset; incremental theory of intelligence; motivation; psychological intervention
资金
- Spencer Foundation
- William T. Grant Foundation
- Bezos Foundation
- Houston Endowment
- Character Lab
- President and Dean of Humanities and Social Sciences at Stanford University
- Angela Duckworth, a William T. Grant scholars award
- Center for Advanced Study in the Behavioral Sciences (CASBS)
- Division Of Research On Learning
- Direct For Education and Human Resources [1252463] Funding Source: National Science Foundation
There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes a methodology for redesigning and tailoring initial interventions. We test the methodology using the case of fixed versus growth mindsets during the transition to high school. Qualitative inquiry and rapid, iterative, randomized A/B experiments were conducted with similar to 3,000 participants to inform intervention revisions for this population. Next, 2 experimental evaluations showed that the revised growth mindset intervention was an improvement over previous versions in terms of short-term proxy outcomes (Study 1, N = 7,501), and it improved 9th grade core-course GPA and reduced D/F GPAs for lower achieving students when delivered via the Internet under routine conditions with similar to 95% of students at 10 schools (Study 2, N = 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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