Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement

By Dave Paunesku, Gregory Walton, Carissa Romero, E. Smith, D. Yeager, Carol S. Dweck. Psychology Science, 2015

918 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a918dc4ff572aae293c7ab6b6f469aeb5094fb5d

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, methodology): “This approach is one solution for testing and scaling up psychological interventions in classrooms (Harackiewicz & Borman, 2014; Paunesku et al., 2015).”
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses (2016, background): “…validated, including teaching incremental theories of intelligence (e.g., Aronson, Fried, & Good, 2002; Blackwell, Trzesniewski, & Dweck, 2007; Paunesku et al., 2015; Yeager et al., 2016), affirming values to buffer from stereotype threat (e.g., Cohen, Garcia, Apfel, & Master, 2006; Cohen,…”
Growth mindset is not associated with scholastic aptitude in a large sample of university applicants (2017, methodology): “Supporting this possibility, some studies demonstrated that interventions teaching themalleability view of intelligence positively affected academic achievement among high school (e.g., Paunesku et al., 2015; Yeager, Romero et al., 2016) as well as university students (Yeager, Walton et al., 2016).”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “…relatively little attention has been paid to supporting the full range of motivation processes key to learning and achievement (Clark & Saxberg, 2018), intervention efforts that target motivational systems show great promise (Lazowski & Hulleman, 2016; Paunesku et al., 2015; Yeager & Walton, 2011).”
Instructional interventions that motivate classroom learning. (2016, methodology): “The work builds on psychological theory concerning the importance of implicit theories of intelligence or mindsets (e.g., Blackwell et al., 2007; Paunesku et al., 2015).”
Profiles of hope: How clusters of hope relate to school variables (2017, background): “Perception-based constructs have received substantial attention recently in the academic achievement literature (Paunesku et al., 2015; Yeager &Walton, 2011).”
Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals (2018, background): “Delivery methods in these one-shot interventions varied from online modules (Paunesku et al., 2015) to face-to-face, paper-based interventions (Cohen et al., 2006), and participants ranged in age from seventh-grade students (Cohen et al., 2006) through undergraduate university students (Walton &…”
Witnessing change: Dynamic norms help resolve diverse barriers to personal change (2019, background): “intelligence can grow through hard work, good strategies, and help from others, inspiring people to overcome challenges in their own lives (Blackwell, Trzesniewski, & Dweck, 2007; Paunesku et al., 2015; Yeager et al., 2016).”
Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit* (2019, positive): “Paunesku et al. (2015) evaluate the effect of a 45-minute mindset intervention in a sample of 9-12 graders and find that the intervention only has a positive impact on the end-of-semester GPA of students at risk of dropping out of high school.”
Patterns of Gendered Performance Differences in Large Introductory Courses at Five Research Universities (2017, background): “, 2013), and there is much to learn about how to apply these interventions at scale (Paunesku et al., 2015; Yeager & Walton, 2011).”
Much Ado About Grit: A Meta-Analytic Synthesis of the Grit Literature (2017, background): “Whether it is possible to enhance grit via interventions is not yet clear although evidence that social and personal skills as well as resiliency are responsive to interventions (Durlak et al., 2010; Paunesku et al., 2015) suggest that grit interventions may have some positive effect.”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “Although the intervention is primarily targeted at individuals rather than groups, there is (somewhat mixed) evidence that it can help to close educational outcome gaps by disproportionately improving outcomes for groups of students with historically relatively low levels of academic performance (Ar”
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, background): “Academic self-efficacy and growth mindsets are concepts that have been found to be strongly associated with adaptive individual management of challenges in educational context (Feldman & Kubota, 2015; Parker, Halgin, & Borgatti, 2016; Paunesku et al., 2015).”