Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset during the Transition to High School

Autor/inn/en	Yeager, David S.; Romero, Carissa; Paunesku, Dave; Hulleman, Christopher S.; Schneider, Barbara; Hinojosa, Cintia; Lee, Hae Yeon; O'Brien, Joseph; Flint, Kate; Roberts, Alice; Trott, Jill; Greene, Daniel; Walton, Gregory M.; Dweck, Carol S.
Titel	Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset during the Transition to High School
Quelle	In: Journal of Educational Psychology, 108 (2016) 3, S.374-391 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000098
Schlagwörter	Intervention; Cognitive Structures; Design; High School Students; Grade 9; Educational Psychology; Program Improvement; Program Effectiveness; Academic Achievement; Grade Point Average; Qualitative Research; Statistical Analysis; Foreign Countries; California; Canada; New York; North Carolina; Texas; United States; Virginia + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Erziehungspsychologie; Pädagogische Psychologie; Schulleistung; Qualitative Forschung; Statistische Analyse; Ausland; Kalifornien; Kanada; USA
Abstract	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 ~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 ~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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01