@article{a551aa8f1d1f4c2b99bc2fdfc7858596,
title = "A national experiment reveals where a growth mindset improves achievement",
abstract = "A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention. Confidence in the conclusions of this study comes from independent data collection and processing, pre-registration of analyses, and corroboration of results by a blinded Bayesian analysis.",
author = "Yeager, {David S.} and Paul Hanselman and Walton, {Gregory M.} and Murray, {Jared S.} and Robert Crosnoe and Chandra Muller and Elizabeth Tipton and Barbara Schneider and Hulleman, {Chris S.} and Hinojosa, {Cintia P.} and David Paunesku and Carissa Romero and Kate Flint and Alice Roberts and Jill Trott and Ronaldo Iachan and Jenny Buontempo and Yang, {Sophia Man} and Carvalho, {Carlos M.} and Hahn, {P. Richard} and Maithreyi Gopalan and Pratik Mhatre and Ronald Ferguson and Duckworth, {Angela L.} and Dweck, {Carol S.}",
note = "Funding Information: Acknowledgements This manuscript uses data from the National Study of Learning Mindsets (principal investigator, D.Y.; co-investigators: R.C., C.S.D., C.M., B.S. and G.M.W.; https://doi.org/10.3886/ICPSR37353.v1). The programme and surveys were administered using systems and processes developed by the Project for Education Research That Scales (PERTS (https:// www.perts.net/); principal investigator, D.P.). Data collection was carried out by an independent contractor, ICF (project directors, K.F. and A.R.). Planning meetings were hosted by the Mindset Scholars Network at the Center for Advanced Study in the Behavioral Sciences (CASBS) with support from a grant from Raikes Foundation to CASBS (principal investigator, M. Levi), and the study received assistance or advice from M. Shankar, T. Brock, C. Bryan, C. Macrander, T. Wilson, E. Konar, E. Horng, J. Axt, T. Rogers, A. Gelman, H. Bloom and M. Weiss. We are grateful for feedback on a preprint from L. Quay, D. Bailey, J. Harackiewicz, R. Dahl, A. Suleiman and M. Greenberg. Funding was provided by the Raikes Foundation, the William T. Grant Foundation, the Spencer Foundation, the Bezos Family Foundation, the Character Laboratory, the Houston Endowment, the Yidan Prize for Education Research, the National Science Foundation under grant number HRD 1761179, a personal gift from A. Duckworth and the President and Dean of Humanities and Social Sciences at Stanford University. Preparation of the manuscript and the development of the analytical approach were supported by National Institute of Child Health and Human Development (10.13039/100000071 R01HD084772), P2C-HD042849 (to the Population Research Center (PRC) at The University of Texas at Austin). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health and the National Science Foundation. Publisher Copyright: {\textcopyright} 2019, The Author(s).",
year = "2019",
month = sep,
day = "19",
doi = "10.1038/s41586-019-1466-y",
language = "English (US)",
volume = "573",
pages = "364--369",
journal = "Nature",
issn = "0028-0836",
publisher = "Nature Publishing Group",
number = "7774",
}