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.

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.

Why Meta-Analyses of Growth Mindset and Other Interventions Should Follow Best Practices for Examining Heterogeneity: Commentary on Macnamara and Burgoyne (2023) and Burnette et al. (2023).

Meta-analysts often ask a yes-or-no question: Is there an intervention effect or not? This traditional, all-or-nothing thinking stands in contrast with current best practice in meta-analysis, which calls for a heterogeneity-attuned approach (i.e., focused on the extent to which effects vary across procedures, participant groups, or contexts).

Wise interventions consider the person and the situation together.

Chater & Loewenstein (C&L) ignore the long history by which social scientists have developed more nuanced and ultimately more helpful ways to understand the relationship between persons and situations. This tradition is reflected and advanced in a large literature on "wise" social-psychological or mindset interventions, which C&L do not discuss yet mischaracterize.

Shifting the mindset culture to address global educational disparities.

Educational outcomes remain highly unequal within and across nations. Students' mindsets-their beliefs about whether intellectual abilities can be developed-have been identified as a potential lever for making adolescents' academic outcomes more equitable. Recent research, however, suggests that intervention programs aimed at changing students' mindsets should be supplemented by programs aimed at the changing the mindset culture, which is defined as the shared set of beliefs about learning in a school or classroom.

Mindset × Context: Schools, Classrooms, and the Unequal Translation of Expectations into Math Achievement.

When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory.

A values-aligned intervention fosters growth mindset-supportive teaching and reduces inequality in educational outcomes.

Group-based educational disparities are smaller in classrooms where teachers express a belief that students can improve their abilities. However, a scalable method for motivating teachers to adopt such growth mindset-supportive teaching practices has remained elusive. In part, this is because teachers often already face overwhelming demands on their time and attention and have reason to be skeptical of the professional development advice they receive from researchers and other experts.

Where and with whom does a brief social-belonging intervention promote progress in college?

A promising way to mitigate inequality is by addressing students' worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students at 22 diverse institutions. Results showed that the social-belonging intervention, administered online before college (in under 30 minutes), increased the rate at which students completed the first year as full-time students, especially among students in groups that had historically progressed at lower rates.

Interventions to Modify Psychological Well-Being: Progress, Promises, and an Agenda for Future Research.

Psychological well-being, characterized by feelings, cognitions, and strategies that are associated with positive functioning (including hedonic and eudaimonic well-being), has been linked with better physical health and greater longevity. Importantly, psychological well-being can be strengthened with interventions, providing a strategy for improving population health. But are the effects of well-being interventions meaningful, durable, and scalable enough to improve health at a population-level? To assess this possibility, a cross-disciplinary group of scholars convened to review current knowledge and develop a research agenda.

Fundamental Concepts for Assessment and Interpretation of Wideband Acoustic Immittance Measurements.

Assessment of middle ear impedance using noninvasive electroacoustic measurements has undergone successive developments since its first clinical application in the 1940s, and gained widespread adoption since the 1970s in the form of 226-Hz tympanometry, and applications in multifrequency tympanometry. More recently, wideband acoustic immittance (WAI) is allowing unprecedented assessments of the middle ear acoustic mechanics thanks to the ability to record responses over a wide range of frequencies. The purpose of this article is to present fundamental concepts for the assessment and interpretation of wideband measures, including a review of acoustic impedance and its relation to the mass, stiffness, and resistance components of the middle ear.

Efficiently exploring the causal role of contextual moderators in behavioral science.

Behavioral science interventions have the potential to address longstanding policy problems, but their effects are typically heterogeneous across contexts (e.g., teachers, schools, and geographic regions).

A dual-system, machine-learning approach reveals how daily pubertal hormones relate to psychological well-being in everyday life.

The two studies presented in this paper seek to resolve mixed findings in research linking activity of pubertal hormones to daily adolescent outcomes. In study 1 we used a series of Confirmatory Factor Analyses to compare the fit of one and two-factor models of seven steroid hormones (n = 994 participants, 8084 samples) of the HPA and HPG axes, using data from a field study (https://www.icpsr.

Large studies reveal how reference bias limits policy applications of self-report measures.

There is growing policy interest in identifying contexts that cultivate self-regulation. Doing so often entails comparing groups of individuals (e.g.

Peer-Modeled Mindsets: An Approach to Customizing Life Sciences Studying Interventions.

Mindset interventions, which shift students' beliefs about classroom experiences, have shown promise for promoting diversity in science, technology, engineering, and mathematics (STEM). Psychologists have emphasized the importance of customizing these interventions to specific courses, but there is not yet a protocol for doing so. We developed a protocol for creating customized "peer-modeled" mindset interventions that elicit advice from former students in videotaped interviews.

Self-control and SAT outcomes: Evidence from two national field studies.

Self-control is often thought to be synonymous with willpower, defined as the direct modulation of impulses in order to do what is best in the long-run. However, research has also identified more strategic approaches to self-control that require less effort than willpower. To date, field research is lacking that compares the efficacy of willpower to strategic self-control for consequential and objectively measured real-world outcomes.

A synergistic mindsets intervention protects adolescents from stress.

Social-evaluative stressors-experiences in which people feel they could be judged negatively-pose a major threat to adolescent mental health and can cause young people to disengage from stressful pursuits, resulting in missed opportunities to acquire valuable skills. Here we show that replicable benefits for the stress responses of adolescents can be achieved with a short (around 30-min), scalable 'synergistic mindsets' intervention. This intervention, which is a self-administered online training module, synergistically targets both growth mindsets (the idea that intelligence can be developed) and stress-can-be-enhancing mindsets (the idea that one's physiological stress response can fuel optimal performance).

Chemiluminescent immunoassay overestimates hormone concentrations and obscures testosterone sex differences relative to LC-MS/MS in a field study of diverse adolescents.

Background: Methodological comparisons of hormone quantification techniques have repeatedly demonstrated that, in adults, enzyme immunoassay (EIA) inflates steroid hormone concentrations relative to mass spectrometry. However, methodological comparisons in adolescent samples remain rare, and few studies have examined how chemiluminescent immunoassay (CLIA), another popular immunoassay, compares to mass spectrometry. Additionally, no studies have examined how differences in analytical techniques may be affecting relationships between steroid hormone levels and outcomes of interest, such as psychopathology.

Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work.

A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers' mindsets and answer a new question: Can students independently implement their growth mindsets in virtually any classroom culture, or must students' growth mindsets be supported by their teacher's own growth mindsets (i.

Behavioural science is unlikely to change the world without a heterogeneity revolution.

In the past decade, behavioural science has gained influence in policymaking but suffered a crisis of confidence in the replicability of its findings. Here, we describe a nascent heterogeneity revolution that we believe these twin historical trends have triggered. This revolution will be defined by the recognition that most treatment effects are heterogeneous, so the variation in effect estimates across studies that defines the replication crisis is to be expected as long as heterogeneous effects are studied without a systematic approach to sampling and moderation.

Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions.

Beliefs play a central role in human development. For instance, a growth mindset-a belief about the malleability of intelligence-can shape how adolescents interpret and respond to academic difficulties and how they subsequently navigate the educational system. But do usually-adaptive beliefs have the same effects for adolescents regardless of the contexts they are in? Answering this question can reveal new insights into classic developmental questions about continuity and change.

A Synergistic Mindsets Intervention Protects Adolescents from Social Stress.

Social stress poses a major threat to adolescent health via its effects on internalizing symptoms, such as anxiety and depression. Available interventions to help adolescents improve their stress responses, however, have not been effective in rigorous evaluation studies, or they have been difficult to administer widely. Here we show that replicable improvements in adolescent stress responses can be achieved with a short (~30-minute), scalable synergistic mindsets intervention.

A New Pathway to University Retention? Identity Fusion With University Predicts Retention Independently of Grades.

Individuals who are "strongly fused" with a group view the group as self-defining. As such, they should be particularly reluctant to leave it. For the first time, we investigate the implications of identity fusion for university retention.