Measuring student mindsets at scale in resource-constrained settings: A toolkit with an application to Brazil during the pandemic.

Mounting evidence that growth mindset-the belief that intelligence is not fixed and can be developed-improves educational outcomes has spurred additional interest in how to measure and promote it in other contexts. Most of this research, however, focuses on high-income countries, where the most common protocols for measuring and intervening on student mindsets rely on connected devices-often unavailable in low- and middle-income countries' schools. This paper develops a toolkit to measure student mindsets in resource-constrained settings, specifically in the context of Brazilian secondary public schools.

Mindsets, contexts, and college enrollment: Taking the long view on growth mindset beliefs at the transition to high school.

Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the "long view" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short-term academic progress during the transition to high school as a contributor to longer-term educational attainment.

Corrigendum: Iatrogenic air embolism: pathoanatomy, thromboinflammation, endotheliopathy, and therapies.

[This corrects the article DOI: 10.3389/fimmu.2023.

When do the effects of single-session interventions persist? Testing the mindset + supportive context hypothesis in a longitudinal randomized trial.

Background: Single-session interventions have the potential to address young people's mental health needs at scale, but their effects are heterogeneous. We tested whether the hypothesis could help explain when intervention effects persist or fade over time. The hypothesis posits that interventions are more effective in environments that support the intervention message.