Stanford University

- Growth mindset of intelligence interventions were usually done in person, lasted weeks, and would require an instructor to administer them. This wasn't efficient when turning it into a national large-scale intervention.
- A cost-effective and scalable intervention was administered online and consisted of two 25 minute sessions that took place 1-4 weeks apart.
- The focus was the same as previous interventions. Fixed mindset was contradicted through online exercises. Growth mindset was explained in the first session while students were asked how to apply it in their lives as part of the second session.

Large Scale Growth Mindset of Intelligence Intervention

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., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., Hahn, P. R., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y

A national experiment reveals where a growth mindset improves achievement

Large Scale Growth Mindset of Intelligence Intervention Design Timeline

- GPA increased more for lower-achieving students in lower-achieving schools than similar students in higher achieving schools.
- Math course enrollment increased more for lower-achieving students in higher-achieving schools than in lower-achieving schools.
- Schools where peer norms supported a growth mindset had greater GPA improvements, indicating that a growth mindset needs to be reflected in the school environment in order to have beneficial effects.

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