Social-Psychological Interventions in Education

By D. Yeager, Gregory Walton. 2011

1,019 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/b651495bcada7ca3e8c5f5e68183d4e57948f2bb

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In Applied Psychology

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Psychosocial Factors and Community College Student Success (2017, background): “Fortunately, implementing educational interventions that cultivate psychosocial qualities such as mind-set and achievement values have been shown to be surprisingly efficient and cost-effective (Yeager & Walton, 2011).”
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “Yeager and Walton (2011) made a similar point with respect to intervention length.”
Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention (2015, background): “This evidence is consistent with the notion that the affirmation is more effective when implemented in environments with “recursive” properties that support and amplify the initial treatment effect (Yeager & Walton, 2011).”
Through the Eyes of Students (2017, background): “Yeager and Walton (2011) demonstrated that even minor early presentations that counter such threats lead to enhanced self-efficacy and improved performance.”
Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, background): “More generally, this research contributes additional validity evidence to the growing body of research related to the impact of socialpsychological interventions on educational outcomes (Lazowski & Hulleman, 2015; Yeager & Walton, 2011).”
Seeking research-grounded solutions to problems of practice: classroom-based interventions in mathematics education (2013, background): “Perhaps it would be useful if we looked briefly at recent research on psychological interventions in education, some of which have quite short duration but were nevertheless found to lead to large and lasting gains in student achievement (Yeager and Walton 2011).”
Aversive Racism and Contemporary Bias (2016, background): “However, antibias education programs often prove to be ineffective in producing intended outcomes in organizations (e.g., Kalev, Dobbin, & Kelly, 2006) and educational settings (Yeager & Walton, 2011), as well as among the general public (see Paluck & Green, 2009).”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “Thus, these processes are selfreinforcing in nature (Walton & Cohen, 2011; Yeager & Walton, 2011).”
Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals (2018, methodology): “In a series of studies, Yeager and colleagues demonstrated that carefully designed (Yeager & Walton, 2011; Yeager et al., 2013) one-shot interventions designed to promote incremental beliefs about character and personality can have both immediate and lasting influence on participants’ implicit…”